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Practical ideas for teaching Latin at Key Stage 3

Practical ideas for teaching Latin at Key Stage 3. Questions to ask yourself. What do I want to achieve with this course? How much time do I have available? What is the ability level and range of my students? How important is possible continuation to GCSE?

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Practical ideas for teaching Latin at Key Stage 3

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  1. Practical ideas for teaching Latin at Key Stage 3

  2. Questions to ask yourself • What do I want to achieve with this course? • How much time do I have available? • What is the ability level and range of my students? • How important is possible continuation to GCSE? • What image of Latin do I want to project?

  3. What to achieve? • Coherent programme of study in its own right • Genuine learning • Happy, confident, motivated students • Bums on seats • High continuation to KS4

  4. How much time, ability level and continuation to KS4 • When planning, think roughly in terms of: • 3 hours per Stage for Book I (36 hours) • 4 hours per Stage for Book II (32 hours) • Within each Stage, decide what is the ‘bottom line’ you want students to grasp (and ‘middle’ and ‘top’ lines) • Consider time for other activities (e.g. projects on Romans in local area; derivation/MFL work; cooking; design and technology)

  5. How much time, ability level and continuation to KS4 (cont.) • If continuing to KS4, aim to reach end of Stage 16 by end of Year 9 (end of Stage 20 preferable). • If not continuing to KS4, aim to reach an accreditation point at the end of the term/year. • CLC is a reading course. If the students can cope, move quickly.

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  8. Nouns Nom. -a -us - -ae -i -es Acc. -am -um -em -as -os -es Gen. -ae -i -is -arum -orum -um Dat. -ae -o -i -is -is -ibus

  9. Nouns Nom. -a -us - -ae -i -es Acc. -am -um -em -as -os -es Gen. -ae -i -is -arum -orum -um Dat. -ae -o -i -is -is -ibus

  10. Nouns Nom. 2 2 2 5 5 5 Acc. 2 2 2 8 8 8 Gen. 17 17 17 17 17 17 Dat. 9 9 9 9 9 9

  11. Pronouns Short words beginning ‘h-’ mean ‘this’ or ‘these’ Short words beginning ‘ill-‘ mean ‘that’ or ‘those’ Short words beginning ‘qu-‘ mean ‘who’ or ‘which’ Short words beginning ‘e-‘ mean ‘him’, ‘her’, ‘them’, ‘his’, ‘her’, ‘their’

  12. Comparison • ior = ier (e.g. laetior = happier) • -issi- = very …, most …, -est (e.g. laetissimus = very happy, most happy, happiest)

  13. Personal Endings -m/o/i -s -t -mus -tis -nt

  14. Tense Indicators • -ba- = was/were/used to • -v-, -u- = (have) …-ed • -x-, -ss-, -s-, -d- = (have) …-ed • -ra- = had Infinitive • -re = to do something

  15. Asking Questions • Green Cross Code • Help students develop the habit of asking the questions you ask yourself • What 3 pieces of information does this verb give me? • Who, when, what? • What 3 pieces of information does this noun give me? • What, how many, what role?

  16. Mixed level classes • Independent Learning Manual or DVD • Grouping of students: by ability or across ability? • Activities graded by difficulty • Use of questions • Language = linear; Civilisation = modular

  17. Tackling (longer) Stories • Aim to start and finish a story within one lesson • Accelerated reading • Comprehension • Acting out and film • Cut up and rebuild • Written translation • Cloze activities • What happens next? • Divide story into groups • Synopsis of earlier parts of story. • Search for grammatical features • Don’t do it! (But provide storyline)

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