Year 11 — Latin

Students will be formally assessed in 1h and 15min assessment based on the specific texts that we have covered. The papers will be marked based on the GCSE grade boundaries.They will have to use the booklet with the prescribed resources and text in order to: 1) Analyse a prescribed picture,

2) Answer comprehension questions, 3) Spot and analyse literature key terms,4) Write an essay and compare a few text, creating an argument.

metaphor

Metaphor is a figure of speech that describes an object or an action in a way that isn't literally true, but helps explain an ideal or make a comparison.

alliteration

The occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

emphasis

Stress given to a word when speaking to indicate particular importance.

asyndeton

The omission or absence of a conjugation between parts of a sentence.

chiasmus

a rhetorical or literary figure in which words, grammatical constructions, or concepts are repeated in reverse order.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

This unit focus on literature, prose and verse and enables the pupils to engage themselves with the literature and the literature techniques, promoting in the same time the latin language and civilisation.

Create a supportive community:

This unit encourages the students to cooperatie, exchange ideas and analysing the latin literature. While exploring texts in prose and verse, students extend their critical thinking by developing their skills to interpret the literathure. Also, this unit has cross-curriculum links, because students are familiare with literature techniques in English.

November mocks

Students will be formally assessed on Paper 1 and 2 on the specific topics and texts that we have covered.Paper 1 will take 1h and 3min and it is out of 100 marks and Paper 2 will take 1h and 15 min and it is out of 60 marks. The papers will be marked based on the GCSE grade boundaries.

metaphor

Metaphor is a figure of speech that describes an object or an action in a way that isn't literally true, but helps explain an ideal or make a comparison.

alliteration

The occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

emphasis

Stress given to a word when speaking to indicate particular importance.

asyndeton

The omission or absence of a conjugation between parts of a sentence.

chiasmus

a rhetorical or literary figure in which words, grammatical constructions, or concepts are repeated in reverse order.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

This unit focus on literature, prose and verse and enables the pupils to engage themselves with the literature and the literature techniques, promoting in the same time the latin language and civilisation.

Create a supportive community:

This unit encourages the students to cooperatie, exchange ideas and analysing the latin literature. While exploring texts in prose and verse, students extend their critical thinking by developing their skills to interpret the literathure. Also, this unit has cross-curriculum links, because students are familiare with literature techniques in English.

Students will be formally assessed in Component 3 exam-style questions during a 50min lesson.

palaestra

exercise area

caldarium

warm room

tepidarium

hot bathroom heated by a hypocaust

frigidarium

cold room

apodyterium

changing room

primae mensae

starter

secundae mensae

main dish

recitation

The action of repeating something aloud from memory

Roman daily life

Roman Daily Life. Daily life in Ancient Rome often began with a light breakfast. Bread and water (or wine) would be served at home, or a wheat pancake could have been purchased on the way to work or school. Sometimes meat, fish, fruit, and other items may

Roman domus

In ancient Rome, the domus (plural domūs, genitive domūs or domī) was the type of house occupied by the upper classes and some wealthy freedmen during the Republican and Imperial eras. It was found in almost all the major cities throughout the Roman terri

Roman insula

In Roman architecture, an insula was one of two things: either a kind of apartment building, or a city block. An insula housed most of the urban citizen population of ancient Rome, including ordinary people of lower- or middle-class status and all but the

patronage

Patronage (clientela) was the distinctive relationship in ancient Roman society between the patronus ("patron") and their cliens ("client"). ... The patron was the protector, sponsor, and benefactor of the client; the technical term for this protection wa

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

This unit will give students the opportunity to familiarise themselves with the roman civilisation by understanding and valuing background information. Pupils will develop their knowledge about the roman culture and the appreciate the influence of this culture nowadays.

Create a supportive community:

Students are called to cooperate, exchange ideas and extend their horizons learnig about a different culture back in time. Students will develop their knowledge about the roman daily life and several activities as well as about the roman domus and insula and flats and more important they will practice their critical thinking, by making comparisons now and then. Also, they will try to examine the role of the roman slaves and freedmen and the role of the patronage. In this way the will realise the value of progress as well as the importance of the influence.

February mocks

Students will be formally assessed on all the three papers (part of the third component) based on the specific topics that we have covered. Paper 1: Language (1h 30m, 100 marks), Paper 2: Literature (1h and 15min, 60 marks), Paper 3:Classical Civilisation (1h, 40 marks). The papers will be marked based on the GCSE grade boundaries.

Roman forum

The Roman Forum, also known by its Latin name Forum Romanum (Italian: Foro Romano), is a rectangular forum (plaza) surrounded by the ruins of several important ancient government buildings at the center of the city of Rome.

slaves

Slavery was an ever-present feature of the Roman world. Slaves served in households, agriculture, mines, the military, manufacturing workshops, construction and a wide range of services within the city. As many as 1 in 3 of the population in Italy or 1 in

freedman

A freedman or freedwoman is a formerly enslaved person who has been released from slavery, usually by legal means. Historically, enslaved people were freed either by manumission (granted freedom by their captor-owners) or emancipation (granted freedom as

patronage

Patronage (clientela) was the distinctive relationship in ancient Roman society between the patronus ("patron") and their cliens ("client"). ... The patron was the protector, sponsor, and benefactor of the client; the technical term for this protection wa

Daily life in Ancient Rome

Roman Daily Life. Daily life in Ancient Rome often began with a light breakfast. Bread and water (or wine) would be served at home, or a wheat pancake could have been purchased on the way to work or school. Sometimes meat, fish, fruit, and other items may

Roman insula

In Roman architecture, an insula was one of two things: either a kind of apartment building, or a city block. An insula housed most of the urban citizen population of ancient Rome, including ordinary people of lower- or middle-class status and all but the

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

This unit will give students the opportunity to familiarise themselves with the roman civilisation by understanding and valuing background information. Pupils will develop their knowledge about the roman culture and they appreciate the influence of this culture nowadays.

Create a supportive community:

Students are called to cooperate, exchange ideas and extend their horizons learnig about a different culture back in time. Students will develop their knowledge about the roman daily life and several activities as well as about the roman domus and insula and flats and more important they will practice their critical thinking, by making comparisons now and then. Also, they will try to examine the role of the roman slaves and freedmen and the role of the patronage. In this way the will realise the value of progress as well as the importance of the influence.

Students will practice on a range of sample exam questions and they will focus on exam tecniques and timings.

Component 1

Language, Grammar, Vocabulary, Reading & Comprehension

Component 2

Prose & Verse in Latin

Component 3

Roman Civilisation

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

The students learn the integral skiills of understanding, evaluating and comparing as well as inference of sources and analysing source utility.

Create a supportive community:

Students revise in groups, using peer assessment . This reinforces resilience and a caring supportive community.