Level Description

The nature of the learners

Students are beginning their study of Classical Greek and typically have little prior knowledge and understanding of the language and ancient Greek 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 Classical Greek. Students’ skills in interpreting texts and their development of literacy are supported by their study of Classical Greek. Through their reading, analysis and translation of texts, students of Classical Greek develop their thinking processes, such as close attention to detail, pattern recognition, precision, accuracy, memory and logic. Students may need encouragement 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.

Classical Greek language learning and use

Learners engage with people in the ancient Greek world, and gain direct access to their daily lives, through reading, comprehending and discussing Classical Greek texts that reveal their language use and social and cultural practices. They use vocabulary, grammar and textual cues to understand and interpret Classical Greek texts, and convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written or digital forms, using Classical Greek as appropriate. They listen to and read Classical Greek texts, such as stories, myths and plays, and discuss characters, events, actions, settings and key emotions. They read aloud, recite or perform Classical Greek texts, such as stories, dialogues, poems or songs, to convey meaning and to entertain others. They translate Classical Greek 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 Classical Greek texts to determine the features of a successful translation. Learners focus on the systems that structure the Classical Greek language (grammar, vocabulary, sounds, the written alphabet) and systematically build a vocabulary and grammatical base that allows them to access a variety of Classical Greek texts, such as narratives and short plays. They understand that Classical Greek spread with the expansion of the ancient Greek world, and explore the influence of Classical Greek on English and other languages. 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 Greeks in the Classical period. They discuss the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture, reflecting on the enduring influence of the ancient Greek world on the modern world. They are encouraged to consider their own and others’ reactions to and assumptions about the language and culture of ancient Greek 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, 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 Classical Greek 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 Classical Greek language use

Learners become familiar with the sounds of Classical Greek, including the restored pronunciation. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Classical Greek texts, such as stories, dialogues, songs or plays, and develop their understanding of the Classical Greek alphabet. They apply their knowledge of Classical Greek grammar, including parts of speech, case, gender, number, person, for example, οἱ τοῦ ναυκλήρου ἐρέται ἤρεσσον πρὸς τὴν θάλατταν, verb conjugations, for example, παύω, ἓπομαι, agreement and tense, mood, voice, participles and infinitives, and conventions of sentence structure, for example, μικρὸς γάρ ἐστιν ὁ οἶκος, to the translation of Classical Greek texts. They use roots, derivatives and word lists to acquire and build Classical Greek vocabulary, and use dictionaries to select appropriate meanings of Classical Greek words. They explore influences of Classical Greek on English and other languages, focusing on derivatives and cognates such as phobia, cryptic, paralysis, and the contemporary use of Classical Greek words and expressions, for example, kudos, Adonis, molon labe. 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

Classical Greek is the language of the texts studied. Classical Greek is also used for reading aloud, reciting or performing texts, and simple interactions in the classroom, such as greetings. English is used for translation, analysis, explanation, discussion, evaluation and reflection.

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.

Achievement Standard

By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms; identify linguistic features such as striking word choice, for example, θηρίον δεινόν, Ἀθήνη γλαυκῶπις; infer meaning from textual cues such as headings, images or captions; and describe social and cultural practices embedded in Classical Greek words, such as γυμνάσιον, πανήγυρις, σπονδή, πομπή. They convey information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate, for example, a news report in English about a historical event such as the Battle of Marathon, or a digital poster about family life in ancient Greece with annotations in Classical Greek, such as πατήρ, μήτηρ, υἱός, θυγάτηρ. They share their responses to Classical Greek 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 Classical Greek texts, such as stories, dialogues, poems or speeches, or perform texts in Classical Greek, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Classical Greek 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, pronouns and adjectives, for example, οὐδὲν κακὸν ἀμιγὲς καλοῦ, conjugation and tense, such as present and future tenses of verbs, for example, γράφω/γράψω, βάλλω/βαλῶ, δέχομαι/δέξομαι, 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 Classical Greek sound–script relationships and use restored pronunciation when reading aloud, such as for diphthongs, double consonants and aspirated consonants, for example, εἴσοδος, ξένος, χάρις. They identify the structure and features of different texts in Classical Greek, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Greek language spread with the expansion of the ancient Greek world, and influenced other languages during the Classical period. They explain how Classical Greek has influenced and continues to influence English vocabulary, by identifying derivatives, for example, theory, dilemma, category, paragraph, and words that are used in modern English, for example, nemesis, catharsis, criterion, anathema. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Greeks in the Classical period, and identify connections between ancient and modern values, pursuits, citizenship, literature, the arts and architecture. They share their reactions to and assumptions about the language and culture of ancient Greek society, identifying similarities or differences to their own language and culture. They describe how learning Classical Greek impacts on their own approaches to learning and on their understanding of their own heritage, values and culture.

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.