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LatinSecondary: Key Stage 3

Curriculum plan 2020-21

1. Curriculum Principles

The initial Latin offer at Oak National Academy was a from-scratch course designed for students who had never

studied the subject before. This September, this will change. We will now be delivering Latin lessons designed to

supplement classroom teaching in order to ensure that every child who is taught Latin at school can continue their

learning, even if they, or their teacher, cannot attend school. That said, it will still be a coherent course which

students who have no access to any Classics provision can use to learn Latin. Students who followed the previous

course and who want to continue learning Latin independently should resume from Unit 5.

The course consists of short units on individual items of grammar, including lots of sentence practice, and short

translation passages linked to these items of grammar. It is not aligned to one particular course but has been

written to be a useful contribution to students studying the most popular courses, including the Cambridge Latin

Course. Because different courses teach topics in different orders, the lesson sequence has been designed for

certain units to be interchangeable. An example of how this curriculum could be used to support the Cambridge

Latin Course is given at the end of this document.

Lessons are designed to be both accessible to and challenging for everyone. This is achieved through frequent,

efficient and imaginatively delivered opportunities to practise, as well as through intelligently sequenced modelling.

Importantly, grammar lessons directly address common student misconceptions and potential sources of difficulty

for translation. Since April, feedback on grammar lessons has been overwhelmingly positive. With the right practice

and scaffolding, every student can succeed at grammar, and enjoy doing so. We realise that for teachers who use

reading courses, the teaching of Latin grammar is done through reading and not discrete grammar lessons.

2 Version 2.0, 24 August 2020 Oak National Academy

Therefore, we propose that our grammar and translation lessons could be used as supplementary consolidation or

revision in the manner of the ‘Practising the Language’ exercises and passages at the end of each stage of the

Cambridge Latin Course.

With very few exceptions, all lessons use only the vocabulary from the GCSE vocabulary list (OCR and Eduqas

collated). Where students encounter a word which is taught early in one course but later in another (e.g. in Latin to

GCSE and de Romanis, dea is learnt early; in the Cambridge Latin Course, it is in the vocabulary checklist of Stage

18), this is referenced and the word is taught explicitly.

Latin at Oak National Academy has been received very well at Key Stage 2. While this course continues to be

designed for use at Key Stage 3, where relevant it could continue to be used at Key Stage 2. Similarly, the resources

could be used at Key Stage 4 in order to revise the fundamentals of Latin grammar.

We are unable to provide any provision for Roman or Classical Civilisation learning but are aware that this is amply

resourced elsewhere.


2. Unit structure

Each unit covers an item or related items of grammar. Within the unit, each grammar lesson is followed by a

translation lesson of a short passage. These passages are designed to provide sufficient opportunities to consolidate

the new grammatical topic while still being engaging. Passages for translation are based on texts or content from

the ancient world but (as above) are not aligned to one particular course.

Grammar lesson format:

Grammar lessons will use a limited number of words, which appear frequently in all courses or have obvious English

derivations, in order to encourage scrutiny of word endings. Grammar lessons will be structured as follows:

● Students take an introductory quiz;

● Students start the video; students are shown Latin sentences containing the item of grammar and are

encouraged to infer the correct translation;

● Grammar exposition by the teacher;

● Practice of the grammar point in isolation (i.e. not in full sentences);

● Modelled translation of full Latin sentences containing grammar point;


● Independent student translation task;

● Review translation task;

● Students take a plenary quiz on the grammar point.

Translation lesson format:

Stories for translation will be between 100 and 150 words and split into three paragraphs. Students will translate

independently the second paragraph, which will be between 30 and 60 words and will contain as many instances of

the linked item of grammar as possible. Translation lessons will be structured as follows:

● Students take an introductory quiz on the linked grammar point;

● Pre-teaching or revision of frequent or tricky items of upcoming vocabulary (adverbs, conjunctions, words

without obvious derivations);

● Vocabulary practice (including recognition and translation of vocabulary in declined/conjugated forms and in

the context of full sentences);

● Brief exposition of the historical/cultural/mythical context of the passage;


● Modelled translation of sentences which resemble tricky sentences in upcoming independent paragraph;

modelled translation of the first paragraph of the story with special emphasis given to sentences which contain the linked item of grammar;

● Independent student translation of second paragraph;

● Review translation of second paragraph;

● Translate final paragraph together;

● Students take a plenary quiz on the related grammar point and comprehension of the passage.


3. Unit summary

At this stage, we do not have time to complete resources for what is usually a portion of the Year 9 curriculum (e.g.

participles, subordinate clauses). We hope eventually to be able to complete both these resources and grammar

usually reserved for Key Stage 4.

Translation passages from units 1 to 4 are adapted from Phaedrus' fables.

Unit 1: Nominative and Accusative (3 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Nominative and Accusative 1st-3rd declension (no 2nd neuter) Accusative first word, e.g. amicum

salutat.2 Practice Translation: The Camel and the River3 Practice Translation: The Tiger Queen

Unit 2: Conjugation of Regular Verbs (3 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Conjugation of Regular Verbs Present tense; 1st-4th conjugation Translating person endings without

a pronoun; accusative first word, e.g.


amicum salutas.2 Practice Translation: The Wolf and the Dog (1st-3rd person singular endings)3 Practice Translation: The Wolves and the Dogs (1st-3rd person singular endings)

Unit 3: Plurals (4 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Nominative Plurals 1st-3rd declension (no 2nd neuter)2 Practice Translation: The Monkey King3 Accusative Plurals Accusative first word, e.g. amicos

salutat; 3rd declension plurals (–es) – nominative or accusative?

4 Practice Translation: The Tame Birds and the Wild Birds

Unit 4: The Infinitive and the Imperative (4 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Infinitive With regular modal verbs, e.g. timeo,

iubeo, paroAccusative first word, e.g. amicum salutare paro.

2 Practice Translation: The Bird and the String (Challenge: The Raven and the Peacock)3 The Imperative With noli(te) + infinitive; the vocative Distinguishing vocative and

accusative, e.g. audite, amice; audite amicum

4 Practice Translation: The Bat and the Cats


Unit 5: The Perfect and Imperfect Tenses (6 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Perfect and Imperfect Tenses Perfect tense 1st and 4th conjugation

(-v- stems)Translating person endings without a pronoun

2 Practice Translation: Orpheus and Eurydice3 The Perfect Tense 2 2nd and 3rd conjugation (-u-, -x-, -s-

stems)ibid.

4 Practice Translation: Aeneas Flees Troy5 The Perfect Tense 3 Irregular stems including

duplicationVery similar present and perfect forms, such as for video, venio

6 Practice Translation: The Clever Dog

Unit 6: Prepositions with the Accusative and Ablative (2 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Prepositions with the Accusative and Ablative

Ablative endings, 1st-3rd declension (no neuter)

in + accusative or ablative

2 Practice Translation: Augustus and the Eels


Unit 7: Irregular Verbs (6 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Irregular Verbs: sum and eram Translating person endings without

a pronoun; est first word = ‘there is’ 2 Practice Translation: Caesar and Cleopatra3 Irregular Verbs: volo and nolo Including imperfect tense Recognition of visne?4 Practice Translation: Antony and Cleopatra5 Irregular Verbs: possum and poteram

Distinguishing any potential tense confusion, e.g. potestis and poteratis

6 Practice Translation: The Death of Cleopatra

Unit 8: The Neuter Gender (2 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Neuter Gender 2nd and 3rd declension; ablative forms

in preposition phrasesDistinguishing neuter plural endings and 1st declension nominative/ablative singular endings

2 Practice Translation: Ulysses and Circe


Unit 9: Adjectives and Adverbs (4 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 Comparison of Adjectives 3rd declension adjectives including

ablative endings; comparative with quam; superlative

Recognising neuter comparative singular

2 Practice Translation: Ulysses and Polyphemus 13 Adverbs Including superlative adverbs Distinguishing superlative adjectives

and adverbs 4 Practice Translation: Ulysses and Polyphemus 2

Unit 10: 1st and 2nd Person Pronouns (2 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 1st and 2nd Person Pronouns Singular and plural; ablative forms in

preposition phrases including mecum; 1st and 2nd person possessive adjectives, singular and plural

Distinguishing between nominative or accusative of nos/vos, e.g. nos salutamus vs nos salutatis; distinguishing easily confused pronouns and adjectives e.g me and meum

2 Practice Translation: Dido and Aeneas Meet


Unit 11: The Relative Clause (4 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Relative Clause 1 (Nominative) Distinguishing quod (which) and

quod (because)2 Practice Translation: Aeneas' pietas3 The Relative Clause 2 (Accusative) Use of ‘whom’ in English Distinguishing quam (whom,

which) and quam (than); prioritising word order over word endings, e.g. mistranslating quem tu amas as ‘who loves you’

4 Practice Translation: Aeneas Leaves

Unit 12: The Pluperfect Tense (2 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Pluperfect Tense Including all perfect stems;

including how to translate pluperfect with comparison of adjectives and relative clauses (e.g. erat villa pulcherrima quam videram; villam pulchriorem quam tuam non videram.)

Distinguishing regular pluperfect and eram/poteram; distinguishing -erant and -erunt endings

2 Practice Translation: Ulysses, Argus and the Suitors


Unit 13: 3rd Person and Demonstrative Pronouns (4 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 3rd Person Pronouns is, ea, id (oblique cases) and ille, illa,

illud (nominative); including ablative forms in preposition phrases

Accusative first, e.g. eam salutat.

2 Practice Translation: Ulysses, Penelope and Eurycleia3 Demonstrative Pronouns hic and ille; Including ablative forms

in preposition phrasesDistinguishing between ille as 3rd person pronoun or as demonstrative pronoun

4 Practice Translation: Ulysses and the Great Bow

Unit 14: The Genitive, Dative and Ablative Cases (6 lessons)Lesson Additional information Misconception/tricky grammar

addressed1 The Genitive Case Genitive of possession; partitive

genitive (with e.g. mille, multum, plus and superlatives)

Distinguishing 3rd declension genitive plural and 2nd declension –um endings

2 Practice Translation: The Anger of Achilles3 The Dative Case Including dative verbs and necesse

est (This lesson and practice translation to include only dative and no genitive forms.)

Distinguishing repeated endings, e.g. –ae; dative first word, e.g. amico appropinquat

4 Practice Translation: The Death of Hector


5 The Ablative Case Of instrument; comparison of adjectives; time phrases (with accusative); distinguishing all cases (translation lesson also to include genitives, datives and ablatives)

6 Practice Translation: Achilles and Priam


Appendix: Crossover with Cambridge Latin Course

Oak National Academy Unit

Related Stage of Cambridge Latin Course

Comment

1 Nominative and Accusative

1-3

2 Conjugation of Regular Verbs

4 (1st-3rd person singular), 10 (1st-3rd person plural)

We will not cover 1st-3rd person singular and plural separately; our unit could be used to revise 1st-3rd person singular once students reach Stage 10 or to pre-teach all forms at Stage 4.

3 Plurals 5 (nominative)8 (accusative)

To facilitate crossover, after this unit, passages will not include plural accusatives until unit 8 (on neuters).

4 The Infinitive and the Imperative

13 (the infinitive), 19 (the imperative)

Many courses include these items of grammar before the past tenses. To facilitate crossover, after this unit, passages will not include infinitives until Unit 7 (which includes possum).

5 The Perfect and Imperfect Tenses

6 and 7 (imperfect, perfect, 1st-4th conjugation; 3rd person singular/plural), 12 (1st-2nd person singular/plural)

To facilitate crossover, although we teach all person endings in the grammar lessons, the translation passages will primarily use 3rd person singular and plural forms.

6 Prepositions with the Accusative and Ablative

29 Students encounter preposition phrases with the ablative from Stage 1; this unit could be used for supplementary explanation of why (for example) nouns can end differently and be translated differently with the preposition in.

7 Irregular Verbs 4, 10 (sum), 14 (eram)13 (possum), 15 (poteram)

The grammar lessons for sum and possum will include two main tasks (the first on just the present tense, the second on present and imperfect). If you want your students to


revise only the present tense, they could be advised only to watch and complete the first half of the lesson.

8 The Neuter Gender 23 Included before adjectives and pronouns to facilitate subsequent explanation of adjectival and pronominal agreement; all subsequent neuter plurals will be clearly flagged.

9 Adjectives and Adverbs

8 (superlatives), 10 (comparatives), 14 and 18 (agreement), 21-22 (adverbs)

10 1st and 2nd Person Pronouns

4 (singular), 10 (plural) Students encounter these early in the Cambridge Latin Course; as above, our focus will be more advanced, e.g. how to translate nos salutatis.

11 The Relative Clause 1512 The Pluperfect Tense

16

13 3rd Person and Demonstrative Pronouns

20 (oblique cases of is, ea, id), 19 (demonstrative pronouns)

As above, this unit is deliberately sequenced in order to address misconceptions with ille (he/she/it/they or that/those); students encounter the 3rd person pronoun form of ille throughout Book II.

14 The Genitive, Dative and Ablative Cases

9 (the dative), 11 (dative verbs), 17 (the genitive), 29 (the ablative)

To facilitate crossover, our dative grammar and translation lessons will include no genitives. The ablative grammar and translation lessons will include all cases.


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