Pedagogy ~ Course Planning
You need to build balance, variety and progression into the course in order to help students achieve the success of which they are capable.
Plan the whole course in advance, identifying targets and drawing up a timetable. Each Book in the CLC is designed to be able to act as the end of a course.
Qualifications
A range of qualifications map to the CLC as follows. We recommend the WJEC qualifications, which reflect the aims and principles of the CLC. They are high quality, reliably assessed qualifications and contribute well to school performance measures. The Level 2 qualifications are accepted by the DfE as part of the EBacc and by universities as equivalent to GCSEs.
Book I (Advised teaching time: 36-48 hours, i.e. 3-4 hours per Stage)
Stage 4: CSCP Stage 4 Attainment Test (here )
Stage 8: CSCP Stage 8 Attainment Test (here )
Stage 12: CSCP Book I Graded Test (here )
Stage 12: OCR Entry Level Latin
Book II (Advised teaching time: 32-48 hours, i.e. 4-6 hours per Stage)
Stage 16: CSCP Stage 16 Graded Test (here )
Stage 20: CSCP Book II Graded Test (here )
Stage 20: WJEC Level 1 Certificate in Latin Language and Roman Civilisation (here)
Stage 20: WJEC Level 1 Certificate in Latin Language (here)
Book III (Advised teaching time: 32-48 hours, i.e. 4-6 hours per Stage)
Stage 28: CSCP Book III Graded Test (here )
Stage 28: WJEC Level 2 Certificate in Latin Language and Roman Civilisation (here)
Books IV and V (Advised teaching time: 48-70 hours, i.e. 4-6 hours per Stage)
Stage 40: WJEC Level 2 Certificate in Latin Language (here)
Stage 40: OCR Latin GCSE (study of separate literature selection(s) is also required).
In addition to its language/language & civilisation qualifications, WJEC also offer a Level 1 and Level 2 qualifications in literature, known as Certificates in Latin Literature. These require the study of 120 lines (at Level 1) or 240 lines (at Level 2) of Latin literature and should be accessible once students have passed beyond the end of Book III of the CLC.
Schemes of Work
Whatever the length of your course, you should regularly include elements of:
- story line
- linguistic material
- cultural and historical context
- teacher-aided reading with discussion to develop literary response
- independent reading of the easier stories.
Set the students an exercise in translation or comprehension on a regular basis as homework or classwork. The latter has the advantage that you can monitor students' progress directly and give help as needed.
Use the stories in the Cambridge Latin Course for those exercises so that the story line (and therefore the students' motivation) is sustained.
Ensure that you build in both formative and summative assessment.
Some stories will have to be omitted by those moving quickly through the Cambridge Latin Course. The Teacher's Guides give advice on this, e.g. in Book I:
Stage 3: in foro
Stage 4: exercise 2 Grumio et leo
Stage 5: exercise 3 in theatro
Stage 6: exercise 1 avarus
Stage 7: post cenam
Stage 8: pastor et leo
Stage 9: in apodyterio
Stage 10: statuae
Stage 11: Lucius Spurius Pomponianus
You will need to fill in the gaps for the class, both in language and story line. For example, translate the whole story to the class, keeping them involved by giving them the occasional word or phrase to translate or by asking comprehension questions.
Stick to your timetable, making further cuts if necessary, so that you do not have a crisis at the end.
Give the students their own copy of the overall timetable for the course so that they can be partners in keeping up the pace, and gain motivation from noting their progress. They should also be given a more detailed breakdown for each term.
