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The nature of the learners
Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language in primary school, while some will have proficiency in different home/community languages and bring existing language learning experiences and intercultural awareness to the new experience of learning Latin. Students’ skills in interpreting texts and their development of literacy are supported by their study of Latin. Through their reading, analysis and translation of texts, students of Latin develop their thinking processes, such as close attention to detail, pattern recognition, accuracy, memory and logic. Students may need to be encouraged to take risks in learning a new language at this stage of social development and to consider how the experience of learning a Classical language impacts on their own ways of thinking and viewing the world.
Latin language learning and use
Learners engage with people in the Roman world, and gain direct access to their daily lives, through reading, comprehending and discussing Latin texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Latin texts, and convey information and ideas about the daily life and attitudes of the Romans, in oral, written or digital forms, using Latin as appropriate. They listen to and read Latin texts, such as stories, myths and plays, and discuss characters, events, actions, settings and emotions. They read aloud, recite or perform Latin texts, such as stories, dialogues or songs, to convey meaning and to entertain others. They translate Latin texts into Standard English, applying their knowledge of vocabulary, accidence and syntax, linguistic cues and culture. They compare the features and relative merits of different translations of Latin texts to determine the features of a successful translation. Learners focus on the systems that structure the Latin language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Latin texts, such as narratives and short plays. They understand that Latin spread during the expansion of the Roman empire and developed over time into the Romance languages, and they explore the influence of Latin on English vocabulary. Learners explore the relationship between language and culture, by examining particular language use that provides insights into the daily lives, ideas, feelings and attitudes of Romans in the Classical period. They discuss the ancient origins of modern customs, religion, literature and architecture, reflecting on the enduring influence of the Roman world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of Roman society, and to reflect on their own approaches to learning and understanding of their own heritage, values and culture.
Contexts of interaction
Learners work both independently and collaboratively, exploring different modes and genres of communication. They pool linguistic knowledge and resources to plan and manage shared activities, problem-solve, and monitor and reflect on their work. Extra opportunities for interaction are provided through purposeful and integrated use of information and communication technologies (ICT), for example, shared research on aspects of culture and historical events, and collaborative translation of seen and unseen texts. Learners may extend their experiences relating to language and culture by participating in activities such as art competitions, weekend camps, quiz nights, drama productions and visits to museums and galleries.
Texts and resources
Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They may also use materials designed for students of Latin in different contexts, for example, comics, newsletters, online games, digital learning activities and apps. Texts from different sources give opportunities for discussion of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.
Features of Latin language use
Learners become familiar with the restored pronunciation of Latin. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Latin texts such as stories, dialogues, songs or plays, and develop their understanding of the sounds of the Latin alphabet. When translating Latin texts, students apply their knowledge of Latin grammar, including parts of speech, case, gender, number, person, verb conjugations, noun declensions and conventions of sentence structure. They use roots, derivatives and word lists to acquire and build Latin vocabulary, and use dictionaries to select appropriate meanings of Latin words. They explore influences of Latin on English vocabulary, focusing on derivatives, such as ‘circumnavigate’ from circum + navigare, and the contemporary use of Latin words and expressions, for example, vice versa or modus operandi. They make connections between texts and cultural contexts, exploring ways in which cultural values and perspectives are embedded in language and how language choices determine ways in which people and their ways of living are represented.
Level of support
A differentiated approach to teaching and task design caters for the diversity of learners. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new grammar, and access to print and electronic dictionaries. Students are supported to develop autonomy as language learners, and to self-monitor and refine strategies used in reading, listening, analysis and translation. Opportunities to review and consolidate are an important component of learning at this level.
The role of English
Latin is the language of the texts studied. Latin is also used for reading aloud, reciting or performing texts, and for simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.
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Read, comprehend and discuss Latin texts, using vocabulary, grammar and textual cues, to explore the Roman world
[Key concepts: language, culture, meaning, experience; Key processes: reading, listening, interpreting, connecting]
Convey information and ideas about the daily life and attitudes of the Romans, in oral, written and digital forms, using Latin as appropriate
[Key concepts: information, culture, imagination; Key processes: obtaining, presenting, informing]
Listen to and read Latin texts, such as stories, myths and plays; share reactions and make connections with characters, events, actions, settings and key emotions
[Key concepts: imagination, experience, character; Key processes: responding, connecting, describing]
Read aloud, recite or perform Latin texts, using phrasing andinflection to convey meaning and to entertain others
[Key concepts: performance, emotion; Key processes: reading, presenting]
Translate Latin texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues
[Key concepts: equivalence, representation; Key processes: interpreting, translating]
Compare different translations and interpretations of Latin texts, and identify features of successful translations
[Key concepts: translation, analysis; Key processes: evaluating, explaining and comparing, intertextualising]
Understand the phonological and orthographic systems of Latin, including theand the written alphabet
[Key concepts: sound system, writing system; Key processes: recognising, imitating, copying, writing]
Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person,and conjugation, agreement and tense, and conventions ofstructure
[Key concepts: grammatical system, case, conjugation; Key processes: identifying, recognising]
Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Latin words
[Key concepts: vocabulary, meaning; Key processes: exploring, selecting]
Identify the structure and features of a range of texts in Latin, such as narratives and short plays
[Key concepts: text structure, purpose; Key processes: identifying, explaining and comparing]
Understand that Latin spread with the expansion of the Roman empire, developed over time into the Romance languages, and influenced English vocabulary
[Key concepts: linguistic evolution, time (the past in the present), interconnection across concepts, influence; Key processes: comparing, analysing, applying]
Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture
[Key concepts: aesthetics, time (the past in the present), modernity; Key processes: connecting, explaining and comparing]
Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes
[Key concepts: language, culture, interdependence; Key processes: connecting, conceptualising, explaining]
Reflect on own and others’ reactions to and assumptions about the language and culture of Roman society, considering similarities and differences to own language and culture
[Key concepts: identity, interconnection across concepts; Key processes: comparing, connecting, empathising, reflecting]
Reflect on self as a language learner, considering how learning Latin influences ways of learning and enhances understanding of own heritage, values and culture
[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, reflecting]
Show subject-specific achievement standard
By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, laetissimus , or use of imagery, for example, dies est calidus; frigidus est rivus ; infer meaning from textual cues such as headings, images or maps; and describe social and cultural practices embedded in Latin text, such as puer patrem timet . They convey information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate, for example, a news report in English about a historical event such as the assassination of Julius Caesar, or a digital poster about family life in Rome with annotations in Latin, such as a mother instructing her daughter about how to organise the slaves and manage the household. They share their responses to Latin texts, such as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Latin texts, such as stories, dialogues or songs, or perform Latin texts, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Latin texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, for example, in first, second and third declensions, agreement of nouns and adjectives, for example, mater nostra , conjugation and tense, such as regular and irregular verbs in the present tense, for example, audit; potest , and indicative active voice and imperative active mood, for example, paratis, parate!, and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.
Students identify Latin sound–script relationships and use restored pronunciation when reading aloud, such as for single consonants, long and short vowels, diphthongs, double consonants and consonant clusters, for example, in aestate, puella, observare . They identify the structure and features of different texts in Latin, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Latin language spread with the expansion of the Roman empire, and developed over time into its modern descendants, the Romance languages. They explain how Latin has influenced and continues to influence English vocabulary, by identifying derivatives such as ‘itinerary’ from Latin iter , and Latin words and expressions that are used in modern English, such as et cetera . Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Romans in the Classical period, and identify connections between ancient and modern customs, religion, literature and architecture. They share their reactions to and assumptions about the language and culture of Roman society, identifying similarities or differences to their own language and culture. They describe how learning Latin impacts on their approaches to learning and on their understanding of their own heritage, values and culture.
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The nature of the learners
Students have prior experience of learning Latin and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences; from synthetic or modified reading material, they may progress to some authentic Latin texts, encountering selections from famous works of poetry or prose. Through their reading, analysis and translation of texts, students of Latin further develop their literacy in English, through close attention to detail, precision, accuracy, memory, logic and critical reasoning. They have a growing awareness of the wider world, including the diversity of languages and cultures that have continued to be an integral feature of society since ancient times. They are considering future pathways and prospects, including how further study of Latin may feature in these.
Latin language learning and use
Learners gain direct access to life in the Roman world through reading, analysing and interpreting Latin texts that reveal the language use and social and cultural practices of the Romans. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, and convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, using Latin as appropriate. They respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain an audience, using phrasing, voice inflection and metrical effects to convey meaning and emotion. They translate a range of Latin texts that incorporate complex sentence structures and extensive vocabulary into Standard English, reproducing the style and purpose of the texts. They evaluate the effectiveness of different English translations and interpretations of a text, and develop strategies for successful translations. Learners apply the principles of pronunciation for the reading of Latin texts, and apply an extended knowledge of vocabulary, accidence and syntax to analysing how Latin is used in complex sentences. They analyse the structure and organisation of different text types in Latin, exploring how they relate to context, purpose and audience. Learners identify Roman values, attitudes and beliefs implicit in Latin texts, reflecting respectfully on the interdependence of language and culture. They investigate the enduring linguistic and cultural legacy of the Roman world in the modern world. They question and explain their own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to their own. They reflect on the power of language, and the impact of learning Latin on their own style of communicating, and ways of thinking and viewing the world.
Contexts of interaction
Task characteristics and literary styles at this level are complex and challenging, providing opportunities for independent as well as collaborative language interpretation and performance, and development and strategic use of language and cultural resources. The language class remains the principal context for learning Latin. Learners may participate in wider experiences relating to language and culture, such as competitions in recitation, art and essay writing; weekend camps; quiz nights; study seminars; summer schools; drama productions; and visits to museums and galleries. These experiences give learners a sense of connectedness and purpose, and allow them to make use of and extend their understanding of the Roman world and their language capability beyond the school context.
Texts and resources
Learners engage with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. A variety of texts gives opportunities for discussion and analysis of the relationship between language and culture. Research tasks allow for exploration of themes, cultural references and historical events.
Features of Latin language use
Learners apply the principles of pronunciation for the reading of Latin texts, for example, stressing the correct syllables, or acknowledging elision in poetry. They apply an extended knowledge of accidence and syntax, including subordinate clauses, finite and non-finite verb forms, pronoun forms, indicative and imperative moods, and active and passive voices, to the analysis and translation of texts that incorporate complex sentence structures. They analyse texts more critically, identifying the structure and features of different text types, and explaining their relationship with context, purpose and audience. They recognise the ongoing influence of Latin on English, through the transfer of specialist vocabulary and abstract concepts, for example, alibi or gravitas, and the coining of vocabulary for new technology and new discoveries, such as in science and medicine, for example, the terraforming of Mars. They analyse implicit values, concepts and assumptions embedded in texts, explaining the interrelationship between language and culture.
Level of support
This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online collaborating for translation, video documenting and discussion forums. Continued focused attention on grammatical and literary features supports learners in the reading, analysis and translation of texts.
The role of English
Latin is the language of texts studied, such as narratives, drama, poetry, history or oratory. Latin is also used for reading aloud, reciting or performing texts. English is used for translation, analysis, explanation, discussion, evaluation and reflection.
Hide full description ›
Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world
[Key concepts: language, culture, meaning, experience; Key processes: reading, analysing, connecting]
Convey interpretations of information and ideas about Roman society and culture, in oral, written and digital forms, using Latin as appropriate
[Key concepts: information, culture; Key processes: interpreting, explaining, presenting]
Respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions
[Key concepts: morality, characterisation, theme; Key processes: responding, analysing, discussing, explaining]
Read aloud, recite or perform Latin texts to entertain others, using strategies such as phrasing,inflection andto convey meaning and emotion
[Key concepts: performance, expression, emotion; Key processes: reading, presenting]
Translate a range of texts that incorporate complexstructures and extensive vocabulary from Latin into Standard English, representing the style and purpose of the texts
[Key concepts: equivalence, meaning; Key processes: analysing, translating]
Evaluate different translations and interpretations of Latin texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations
[Key concepts: translation; Key processes: evaluating, explaining and comparing, intertextualising]
Understand and apply the principles of pronunciation for the reading of Latin texts
[Key concepts: sound system, fluency; Key processes: reading, applying]
Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complexstructure
[Key concepts: grammatical system, case, conjugation, mood, voice; Key processes: identifying, explaining]
Expand vocabulary by using a range of strategies, including knowledge of roots, cognates and derivatives, and use dictionaries to determine the meaning of unfamiliar vocabulary in specific contexts
[Key concepts: vocabulary, connections; Key processes: analysing, interpreting, applying]
Analyse the structure and features of different text types in Latin, exploring how they relate to context, purpose and audience
[Key concepts: text organisation, genre; Key processes: analysing, explaining and comparing, intertextualising]
Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language
[Key concepts: linguistic evolution, power, ancient/modern, influence; Key processes: analysing, conceptualising, explaining and comparing]
Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure
[Key concepts: ancient/modern, aesthetics, time (the past in the present); Key processes: analysing, connecting, conceptualising]
Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language
[Key concepts: language, culture, interdependence, attitude, value and belief; Key processes: analysing, conceptualising, explaining and comparing]
Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture
[Key concepts: attitude, value and belief; identity; Key processes: reflecting, decentring, empathising, mediating, explaining]
Reflect on self as a language learner, explaining how the study of Latin influences own style of communicating, ways of thinking and viewing the world
[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, reflecting, explaining]
Show subject-specific achievement standard
By the end of Year 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for example, by deducing the meaning of complex sentence structures, such as those with subordinate clauses or indirect speech; and explaining the impact of word order on emphasis and tone, for example, dum homines cibum devorant, subito intravit miles! and implicit values, concepts and assumptions embedded in language use, for example, arbiter bibendi. They convey their interpretations of information and ideas about Roman society and culture, in oral, written or digital forms, such as an investigation into Roman reactions to different religions, or a digital presentation on an archaeological site, for example, the forum Romanum. They share their responses to Latin texts, such as narratives, dialogues, plays, poems or letters, by describing themes, values and literary features, such as plot development and characterisation, and expressing and justifying their opinions with support from the text. They read aloud, recite or perform Latin texts, such as oratory, history, drama or poetry, to entertain different audiences, conveying meaning and emotion effectively by using appropriate phrasing, voice inflection or metrical effects, such as elision. Students translate a range of texts that incorporate complex sentence structures and extensive vocabulary, from Latin into Standard English that represents the style and purpose of the texts, applying their knowledge of roots and derivatives to infer the meaning of unfamiliar vocabulary, and using dictionaries to select the appropriate meaning of words. They analyse how the language is used in grammatically complex sentences, that include subordinate clauses, non-finite verb forms, pronoun forms, mood and voice, for example, by identifying case usage of nouns and pronouns, and all verb conjugations and tenses, including indicative, for example, quamquam dominus abest, necesse est nobis strenue laborare , and imperative moods, for example, noli dominum excitare! , and passive voice, for example, ab agricolis nihil agitur. They evaluate the effectiveness of different translations of the same Latin text, and identify strategies for successful translations.
Students apply the principles of pronunciation for the reading of Latin texts, for example, by stressing the correct syllables. They identify the structure and organisation of different text types in Latin, such as prose and verse, and explain how they relate to context, purpose and audience. They explain the role of Latin in facilitating the spread of Roman civilisation and culture during the expansion of the Roman empire, and the contribution of Latin to the enrichment of English through the transfer of specialist vocabulary, for example, sine qua non , abstract concepts, for example, an accused person’s right to a defence, and the coining of vocabulary for new technology and new discoveries, for example, digicam from digitus + camera . Students describe Roman values, attitudes and beliefs that are embedded in particular language use, such as pietas, virtus, hospitium, fides . They explain how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure. They share reactions to and assumptions about the language, culture and values of Roman society, explaining how these relate to their own language and culture. They compare ways of communicating and living in the ancient world with those of the modern world, and explain how learning Latin influences their own style of communicating, ways of thinking and viewing the world.
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