11 November 2019 GCSE Latin Nevena Gilbert Preparing Candidates - - PDF document

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11 November 2019 GCSE Latin Nevena Gilbert Preparing Candidates - - PDF document

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11 November 2019 GCSE Latin Nevena Gilbert Preparing Candidates with Limited Teaching Time Audio Recording The presenter is required to make an audio recording of this event. This is a control designed to ensure that WJEC is able to

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GCSE Latin

Nevena Gilbert Preparing Candidates with Limited Teaching Time

November 2019

Audio Recording

The presenter is required to make an audio recording of this

  • event. This is a control designed to ensure that WJEC is able

to demonstrate compliance with regulatory Conditions of Recognition; specifically Conditions relating to the confidentiality of assessment materials. The recording will be made available to the qualifications regulator if required, but it will not be shared with any other third parties. The recording will be stored securely by WJEC for a period of three years and then permanently destroyed. Please note that delegates are NOT PERMITTED to make an audio or video recording of any aspect of this event.

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Things to CONSIDER

Things to CONSIDER:

  • 1. TIME
  • 2. Course STRUCTURE
  • 3. “Equipment”

Things to CONSIDER

Things to CONSIDER:

  • 1. TIME
  • 2. Course STRUCTURE

Y10 + 11 = 34 + 26/28 = 60/62 weeks for:

  • Teaching
  • Internal assessment

Component1 Language 50% Component 2 Literature 30 % Component 3 Civilisation 20 %

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TIME Matters

Things to CONSIDER:

  • 1. TIME: 60 teaching weeks

Component1 Language 50%

= 30 weeks

Component 2 Literature 30 %

= 18 weeks

Component 3 Civilisation 20 % =

12 weeks

Is this a useful way of planning?

TIME Matters

Things to CONSIDER:

  • 1. TIME: 60 teaching weeks: prioritise (discussion)

Y10: by Easter/May half term

  • All vocabulary
  • At least all Level 1 equivalent

accidence & syntax

  • All Civilisation work

Y11: by Easter

  • All remaining accidence &

syntax

  • All Literature
  • Revision etc.

post-Easter

  • Uses of “ut” & the passive
  • Intro to Component 2a theme

Just some suggestions:

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TIME Matters

Things to CONSIDER:

  • 1. TIME: 60 teaching weeks: avoid overload (discussion)

Y10: CIVILISATION

  • One 55 min session* a fortnight?
  • A bit every week?
  • Independent work?

(see presentation on 3b) Y11: LITERATURE

  • One 55 min session* a week
  • Gradation of complexity &

length, e.g.: 1. Juvenal 2. Caligula 3. Martial 4. Nero 5. Pliny 6. Ovid ➔ Mock 7. Vergil

* or equivalent Just some suggestions:

Saving TIME

FOOD FOR THOUGHT

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Saving time: VOCAB

Component 1: VOCAB: Things to CONSIDER

  • 1. Acquisition

This is time-consuming, so:

  • In class?
  • Independent work?
  • Methods?
  • How to avoid tedium?
  • How to hand over responsibility?
  • 2. Testing

PRETEACH vocab to save time.

Saving time: VOCAB

Component 1: VOCAB: Time-saving IDEAS (discussion)

Acquisition & Testing:

  • Add a COMPETITIVE element: Memrise, Quizlet live, Kahoot, score board
  • Make it ENGAGING: crosswords & games (some suggestions in hand-out)
  • CHUNK it logically: “by theme / topic” (see adjectives “by topic” in hand-out)
  • CONTEXTUALISE it: label pictures, create “collocations”
  • Don’t be afraid to go ORAL (“The cheeky monkey” hand-out)
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Component 1: Time-saving IDEAS: Vocab & Grammar & Translation

Saving time: Component 1

You give personalised

  • help &
  • feedback

caelum ira deorum

dominus praemium servis dat.

Component 1: Time-saving IDEAS

Saving time: Component 1

ACTIVITY: Golden Fleece Boardgame

You need:

  • A board (see hand-out)
  • Three sets of cards (see hand-out)
  • Dice (kids have apps)
  • Counters (e.g. coloured paperclips)

Good practice for:

  • vocab
  • accidence
  • syntax
  • translation

Saves time & is:

  • competitive
  • engaging
  • oral
  • themed
  • chunked
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Saving time: GRAMMAR

Component 1: GRAMMAR: a PROVOCATION

The CASES:

  • What do they do?
  • Does it make sense to start with the most complex one?

The dog bit the man. The man bit the dog.

HAHAHA What do you mean the man is the subject? How dare you! My dog is not an object!

Saving time: GRAMMAR

Component 1: GRAMMAR: a PROVOCATION, or is it?

The CASES:

  • Why does the rest of the world go “nominative, genitive, dative…”?
  • Why not use the help of English itself first?

Who is this? Quis est? The master’s friend. Amicus domini.

To Diana DIANAE

Then we let the dog out ☺

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FUN with GRAMMAR: SPROG ALIENUS

SPROG SPROGLETS

The sprog sprogs sproogfuls of sproug to the sproglets with a sproog in the sprogery. sprog sprog sproogful sproug sproglet sproog sprogery us it

  • s

i is

  • in
  • Saving TIME:Translation

Component 1: Translation: Time-saving IDEAS (in hand-out)

ACTIVITY: “Shared Translation”: One text, Two teams

Team / Student A:

1. Paragraph 1: TRANSLATE 2. Paragraph 2: given in translation

Team / Student B:

1. Paragraph 1: given in translation 2. Paragraph 2: TRANSLATE

You need half the time & get peer assessment Teams / Students assess each other’s translation work.

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Saving TIME:Comprehension

Component 1: Comprehension: Time-saving IDEAS (in hand-out)

ACTIVITY: “Two for the price of one” Two teams, Two texts

Team / Student A:

1. Gets STORY 1:

  • in Latin (incl. vocab.) &
  • in English translation

2. Writes up COMPREHENSION questions on Story 1.

Team / Student B:

1. Gets STORY 2:

  • in Latin (incl. vocab.) &
  • in English translation

2. Writes up COMPREHENSION questions on Story 2.

Teams / Students:

  • Swap questions (& get relevant story in Latin)
  • Answer other team’s questions
  • Assess each other’s comprehension work

You get double practice & peer assessment

Saving time: LITERATURE

Component 2: Time-saving IDEAS 1. COLOURCODE / use NUMBERED translation 2. Don’t be afraid to go ORAL: AUDIORECORD:

  • Guided translation
  • Stylistic analysis

3. Use a TEMPLATE (see hand-out)

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Saving time: LITERATURE

Component 2: Time-saving IDEAS: Use a TEMPLATE (see hand-out)

Point 1: LATIN quote: ………………………………………………………………………………….. ………………………………………………………………………………….. ………………………………………………………………………………….. ENGLISH translation of the Latin quote: ……………………………………………………………………………. …………………………………………………………………………… ……………………………………………………………………………… This quote gives evidence in answer to the question in that ………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………… This is a style / content point (delete as appropriate!)

Saving time: LITERATURE

Component 2: Time-saving IDEAS: a TEMPLATE filled in sample:

Point 1: LATIN quote: Totam … Romam circus capit ENGLISH translation of the Latin quote: ‘The circus holds the whole of Rome’. This quote gives evidence in answer to the question in that Juvenal exaggerates by saying that the circus holds the whole of Rome, not just part of the population. We know this to be impossible because, although the capacity

  • f the Circus Maximus was very large (250 000 spectators), this would not have allowed for everyone to be
  • present. Also, there would have been people who were not interested in or were prevented from attending.

This is a style / content point (delete as appropriate!) Point 2: LATIN quote: Totam … Romam circus capit ENGLISH translation of the Latin quote: ‘The circus holds the whole of Rome’. This quote gives evidence in answer to the question in that Juvenal places the word ‘totam’ in a clearly emphatic position at the very beginning of the line. This draws our attention to the main point he is trying to make in this line – how popular the races were, in this case so popular that everyone was present (which in itself is an exaggeration). This is a style / content point (delete as appropriate!)

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Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”
  • To textbook or not (& which)?
  • To exercisebook or not?
  • To vocabbook or not?
  • Other considerations?

Making CHOICES

Things to CONSIDER:

  • 3. “Equipment”: Textbook(s)
  • Do you have a say?
  • What are YOU comfortable with?
  • Why not CHOOSE the best of all that’s on offer?

N.B. There is a list of some useful published materials in the hand-out. These are not endorsed by Eduqas!

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Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: how to avoid chaos
  • Three Components
  • One or more teachers
  • Little time
  • Lots of bits of paper
  • TEENAGE brains & hormones

Get ORGANISED!

Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: tested & proven (discussion)
  • Three Components
  • One or more teachers
  • Little time
  • Lots of bits of paper
  • TEENAGE brains & hormones
  • Three FOLDERS* & One GB**
  • Give Tables of Contents
  • Use dividers
  • Holepunch everything
  • Hope for the best

* Ring binders * Homegrown Grammar (note) Book Just some suggestions:

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Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: The GB = one 60-page A4 exercise book

Just some suggestions: N.B.1 If you decide to use this ToC, make sure you

  • stick it on the

very first page facing the cover and number that page as 0 (zero) N.B.2 There is a sample page in the hand-out

Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: The GB (Grammar Book)
  • “Homegrown” so vested personal interest
  • Concise, yet comprehensive
  • No frills, so saves time
  • Handy & easy to use

Just some suggestions:

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Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: The FOLDERS

LANGUAGE (ToC): 1. Vocab List 2. General (exercises etc.) 3. Unseen translations 4. Exam-style tasks (translation & comprehension) 5. Grammatical analysis 6. English into Latin 7. Background notes (mythology, history etc.) 8. Exam practice 9. Tests

  • 10. Other

Just some suggestions:

Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: The FOLDERS

LITERATURE: A. One author, one divider:

  • Student study book
  • Translation
  • Notes
  • Exam-style practice

B. Don’t forget the theme:

  • Pictures
  • Background notes etc.
  • Exam-style practice

Just some suggestions:

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Getting ORGANISED

Things to CONSIDER:

  • 3. “Equipment”: The FOLDERS

CIVILISATION: One topic, one divider:

  • Sources booklet
  • Relevant CLC sections
  • Other materials & Notes
  • Exam-style practice

Just some suggestions:

Equipment: VLE

Things to CONSIDER:

  • 3. “Equipment”: VIRTUAL Learning Environment
  • Do USE it!
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16 resources.wjec.co.uk Free WJEC digital resources to support the teaching and learning of a broad range of subjects

  • er.wjec.co.uk

WJEC’s free Online Exam Review allows teachers to analyse item level data, critically assess sample question papers and receive examiner feedback

Free Resources

https://www.eduqas.co.uk/qualifications/latin/

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Contact our specialist Subject Officers and administrative support team for your subject with any queries.

Naomi Taylor Matt Oatley Subject Officer Subject Support Officer latin@eduqas.co.uk 029 2240 4294