Latin Syllabus S2 - S7

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1 European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: D-35-en-2 Orig.: FR Latin Syllabus S2 - S7 APPROVED BY THE JOINT TEACHING COMMITTEE ON 13 AND 14 FEBRUARY 2014 IN BRUSSELS Entry into force on: 1 September 2014 for years S2 and S4 1 September 2015 for years S3, S5 and S6 1 September 2016 for year S7 1 st Baccalaureate session in June D-35-en-2 1/12

2 Latin Teaching in the European Schools 1. General Objectives of the European Schools The European Schools have the two objectives of providing formal education and of encouraging pupils personal development in a wider social and cultural context. Formal education involves the acquisition of competences knowledge, skills and attitudes across a range of domains. Personal development takes place in a variety of spiritual, moral, social and cultural contexts. It involves an awareness of appropriate behaviour, an understanding of the environment in which pupils live, and a development of their individual identity. These two objectives are nurtured in the context of an enhanced awareness of the richness of European culture. Awareness and experience of a shared European life should lead pupils towards a greater respect for the traditions of each individual country and region in Europe, while developing and preserving their own national identities. The pupils of the European Schools are future citizens of Europe and the world. As such, they need a range of competences if they are to meet the challenges of a rapidly-changing world. In 2006 the European Council and European Parliament adopted a European Framework for Key Competences for Lifelong Learning. It identifies eight key competences which all individuals need for personal fulfilment and development, for active citizenship, for social inclusion and for employment: 1. communication in the mother tongue 2. communication in foreign languages 3. mathematical competence and basic competences in science and technology 4. digital competence 5. learning to learn 6. social and civic competences 7. sense of initiative and entrepreneurship 8. cultural awareness and expression The European Schools syllabuses seek to develop all of these key competences in the pupils. Latin makes its particular contribution to the development of the key competences in the following manner: D-35-en-2 2/12

3 1. The teaching of Latin offers pupils a unique opportunity to understand the way their own mother tongue functions: the relations between Latin and the mother tongue, through different ways of translating, which serve to consolidate and reinforce the lexical and syntactical bases leading to a firmer mastery of the mother tongue. 2. In addition, the teaching of Latin is a valuable and effective aid to the learning of third and fourth languages, and to developing methodically the linguistic competences of the second language (general and specialised vocabulary, syntax). 3. The teaching of Latin (a language with declensions and a grammar that is both rigorous and flexible) always confronts its learners with situations demanding care and precision. The pupil must formulate analytical hypotheses, and find or construct accurate connections between disparate parts of a sentence. Along with Greek, Latin illuminates most scientific vocabulary, particularly that of medicine, as well as the origin of many academic and scientific areas. 4. Latin teaching, which has recently been radically overhauled, now makes extensive use of new technologies in fresh approaches to language-learning, in information data-bases, in knowing how to select the most relevant material, in producing texts and documents individually or in groups. 5. As Latin is not primarily a language of oral communication, this can lead to a more reflective and distanced approach to language. Latin requires a precise attention to the details of words in all their dimensions, to their expression and meaning. It is an effective training in precision. As Latin has this particular position, its teaching provides creative learning situations which lead to independence of thought. The teaching of Latin provides a continuous cross-curricular approach through its interactive use of several disciplines at the same time; and as it is multidisciplinary by nature, Latin incorporates language, literature, history, and philosophy. As a result the knowledge and skills which develop Latin are transferable to other subject areas. 6. Learning Latin permits us to understand the contemporary world better: it brings unequalled insights, it compares our societies to ancient ones and it provides key insights into the economy, the law, religion, and social and political life. Europe today maintains relations of both cultural difference from, and identity with the Roman world: learning Latin, therefore, contributes to the development of this sense both of identity and of difference in the collective life of a more complex society. Such knowledge enables the pupils to define more precisely the points of conflict in the contemporary world: this excursion to antiquity permits them to put the present into perspective, to relativize, and to free themselves from the tyranny of the present. It is a D-35-en-2 3/12

4 training in critical thinking. It is also a factor in the development of tolerance, as it involves an advanced level of knowledge of different types of society and religion. 7. To engage in the learning of Latin is a sign of taking an independent step: a sign of autonomy and originality, reaching beyond fashion and conformity, and far from a utilitarian view of education. 8. For the European Schools in particular, Latin (as well as Greek) is specifically an international language of culture: it particularly encourages the perception of the convergences and points of comparison between the cultures of Europe; it invites pupils to explore the foundation texts which have nourished and which continue to nourish the culture, the imagination and the arts of Europe and the world, yesterday and today. Beyond the acquisition of their cultural heritage, pupils taking Latin are encouraged to exercise their creativity in the performing arts, the visual arts and other art forms (ceramics, cinema, graphics, etc.) D-35-en-2 4/12

5 2. DIDACTIC PRINCIPLES The following didactic principles are intended to guide the teaching and learning of Latin. 1. The skills of listening, reading aloud and writing should be developed in a progressive manner appropriate to the level of the course. Teaching should also develop the skills of observing linguistic features carefully, forming hypotheses, analysing, deliberating, and coming to a decision. Pupils will be progressively introduced to the specific exercise of written translation in the working language or the language of the class. Pupils should be encouraged to concentrate on their comprehension of the text or document and to situate it in its context. Pupils will be progressively introduced to the idea of a cultural language which has two dimensions: on the one hand a language which is not just for working purposes, and on the other hand a language which allows a comparison to be made between the contemporary world and that of antiquity, to encourage a better understanding of the present. 2. The teaching should take account of the pupils progress based on a graded scale of levels of language acquisition. Pupil errors are an integral part of the process of learning. They contribute to a fuller understanding of recurring linguistic features. 3. Pupils should be encouraged to use their different language experiences and the learning strategies which they have already acquired, and in return to reuse what they have gained from their study of Latin in the learning of other languages, and to use it to consolidate and deepen their knowledge of their mother tongue. 4. The use of differentiated teaching methodologies is encouraged in order to meet the various needs of all pupils. 5. Pupils varied strengths and weaknesses should also be used to best advantage. 6. Emphasis should be placed on making use of a range of learning resources including ICT (Information and Communication Technology) 7. The teaching of Latin is based on a systematic approach to language and should not be parcelled up in separate items D-35-en-2 5/12

6 LEARNING OBJECTIVES 1st Cycle (S2-S3) By the end of the first cycle, the pupils should be able to: 1. read and understand short texts (authentic or not) such as proverbs or inscriptions, which contain a common basic vocabulary and simple sentence structures; 2. write simple phrases, such as a motto, an inscription, a slogan, a proverb which relate to either the Latin or contemporary world; 3. be open to the heritage of antiquity from a cultural and linguistic point of view (the continued presence of the classical tradition), especially through the acquisition of some basic notions or key concepts which can be used to understand the modern world; 4. be familiar with an outline chronology of Roman history within the framework of the kingship, the Roman republic, or the empire, for example; and to be familiar with the geography of the ancient world; 5. identify and apply a range of basic strategies for learning languages: make use of their knowledge of their mother tongue and of foreign languages in their learning of Latin and vice versa; adapt their manner of reading to the nature of the text and make the best use of the different ways of presenting a text (bilingual text, text with or without notes, texts with a running commentary or not); to move easily from one type of presentation to another; read and understand the general sense of a text using a lexical or grammatical commentary (transparent words, lexical fields, connections ); relate text to context: grasp the essential keys to the comprehension of the text; begin to acquire translation skills; 6. apply a range of basic study skills and tools to the learning of Latin: distinguish the following different phases: observation, understanding, memorization, reinvestment; observe and analyse the most common morphological and syntactical features; regularly memorise and reflect upon the basic vocabulary and the syntactical structures of the language; D-35-en-2 6/12

7 7. Make use of digital resources, amongst others to: carry out research projects produce presentations become trained in their use become familiar with an intelligent and thoughtful use of social networks for educational purposes. N.B. The possibility of Latin teaching using a spoken method is not excluded; for example: making a presentation, telling a short story. Skills for the production of oral interactions, if not a priority, are not however excluded. 2 nd cycle (S4-S5): By the end of the second cycle, the pupils should be able to: 1. read and understand texts which contain a common basic vocabulary and more complex sentence structures (literary texts, and also various scientific texts, inscriptions); 2. write simple texts: brief dialogues, messages, letters, speeches, not limited to the vocabulary set down in dictionaries; reference can be made to recently compiled lexical resources which describe the modern world; the creativity of the pupils to invent new words can even be encouraged; 3. put into perspective the heritage of antiquity and make a critical assessment of the uses which have been made of antiquity at different times in history; 4. deepen their knowledge of the significant political periods; place a text in its historical and cultural context, including the continuation of Latin in certain later historical periods; 5. deepen and extend their range of basic ideas in different areas; show knowledge and comprehension of the cultural area covered by the Latin language (including Roman Africa): deepen and extend their range of basic ideas in different areas, cultural, political and religious; deepen their knowledge of the historical, geographical and cultural context; identify the principle characteristics of the main literary genres of antiquity; establish a more precise chronology of the history and literary history of antiquity; 6. choose, between different strategies offered, the most effective ones for the organisation of individual learning of Latin; become more independent and take initiatives in reading tasks, translation and commentary in order to develop their Latin learning; D-35-en-2 7/12

8 7. research, assemble and deal with information obtained from a large range of printed documents and digital resources in order to develop their language competence; practise documentary and online research and take part in class projects. 3 rd cycle (S6-S7): By the end of the third cycle, the pupils should be able to: 1. read, understand and analyse literary and non-literary texts making use of the skills acquired in cycle 2: read lengthy texts belonging to various genres: literary texts, philosophical texts, scientific texts, legal texts etc. make an independent translation of a text; compare translations and make a critical judgement between them; comment on a text explaining the following aspects: literary, philosophical, cultural and historical (explicit and implicit); 2. develop their ideas or key concepts in relation to their proposed career post-bac; 3. demonstrate their knowledge of the scientific, legal, philosophical, literary, economic, financial context (among others) in order to place a text appropriately; show an advanced understanding of the ancient Roman world; 4. put into perspective in a precise and subtle way the heritage of antiquity in all its different aspects; acquire a classical cultural understanding to appreciate the contemporary world, establish openness towards Europe and encourage a personal reflection of a political, philosophical and aesthetic order; 5. take responsibility progressively for their own learning: deepen their understanding of the relations between Latin and other foreign languages; take account of the fundamental language principles of Latin; 6. make a critical assessment of the available resources and select the most appropriate to carry out research projects: know the principal documentary resources relevant to the ancient world and be able to make use of them in an appropriate way; make a critical use of online resources (translation sites, for example); D-35-en-2 8/12

9 deepen their knowledge of Latin writers to further their cultural understanding and complete a research project; 7. Consider Latin as a springboard for their personal and professional future D-35-en-2 9/12

10 CONTENTS 1st cycle (S2-S3) By the end of the first cycle, the pupils should have acquired: an elementary understanding of the pronunciation of Latin, including an introduction to vowel quantity, which will enable them to read a text aloud in an intelligible manner; an elementary understanding of vocabulary, which will lead to the systematic identification of the roots of words and the ability to use a common basic vocabulary (see competences 1 and 2); an elementary ability to use lexical resources in their course book as well as online resources (see competence 4); an elementary understanding of morphology and some grammatical structures based on the observation of language universals (see competences 1 and 5); an elementary understanding of the correspondence between Latin and the mother tongue, and other languages (see competences 1 and 2); an elementary understanding of language-learning strategies, particularly those which are most suitable for the individual pupil (see competence 5); an elementary understanding of the cultural area of Latin from antiquity to today, in particular as it affects questions of the contemporary world (see competences 6 and 8); an elementary understanding of the main chronological periods of Roman history. Reference should be made to the document outlining the key competences. 2 nd cycle (S4-S5) By the end of the second cycle, the pupils should have acquired: an extended knowledge of the pronunciation, and of common abbreviations, allowing them to read a text aloud with expression; an extended knowledge of vocabulary leading to an enrichment of the fields of ideas (see competences 1 and 2); the ability to use a dictionary independently, as well as online lexical resources (see competences 4); an extended knowledge of morphology and the principal grammatical structures of Latin (see competences 5); an extended knowledge of the relations between Latin and the mother tongue, and other languages (see competences 1 and 2); a range of learning strategies (see competences 5); D-35-en-2 10/12

11 a good general knowledge of the cultural area of Latin from antiquity to today, in particular as it affects questions of the contemporary world (see competences 6 and 8); a knowledge of the chronology of the principal events in Roman history. Reference should be made to the document outlining the key competences. 3 rd cycle (S6-S7) By the end of the third cycle, the pupils should have acquired: an ability to read aloud fluently and expressively, including when appropriate verse and prose rhythms; an advanced knowledge of vocabulary allowing them not only to connect an unknown word to a known lexical group, but also to interpret a text (see competences 6 and 8); the ability to use a dictionary intelligently and with flair, as well as online lexical resources (see competences 6 and 8); an advanced knowledge of morphology and the principal grammatical structures (see competence 5); a knowledge of the correspondence between different languages and their respective characteristics (see competences 1 and 2); independent learning strategies (see competence 5); an advanced knowledge of the principal aspects of the cultural area of Latin from antiquity to today, in particular as it affects questions of the contemporary world, including the themes of the pensum (see competences 6 and 8); an advanced knowledge of certain periods of Roman history, in line with the set texts of the syllabus. Reference should be made to the document outlining the key competences D-35-en-2 11/12

12 EVALUATION 1st Cycle (S2-S3) Assessment should principally be formative. With the help of teacher observations and selfevaluation tests, pupils will become aware of their progress and level of achievement. The evaluation should be based on the learning objectives for the appropriate cycle. The evaluation can be based on the skill levels defined in the European Common Framework of Reference for Languages Classics (ECFRCL). See 2nd Cycle (S4-S5) A. Formative Assessment Evaluation should principally be formative. With the help of an initial assessment, teacher observations, and self-evaluation tests, pupils will become aware of their progress and level of achievement. The evaluation should be based on the learning objectives for the appropriate cycle. The evaluation can be based on the skill levels defined in the European Common Framework of Reference for Languages Classics (ECFRCL). See B. Summative Assessment At the end of the cycle assessment consists of a written examination common to all European Schools of all types: the Latinum Europaeum. It can include an oral examination. The final examinations assess the level achieved by the pupils according to the learning objectives of the cycle. Assessment criteria will made available to teachers to decide on a final mark. 3rd cycle (S6-S7) A. Formative Assessment Evaluation should principally be formative. With the help of teacher observations, and selfevaluation tests, pupils will become aware of their progress and level of achievement. The evaluation should be based on the learning objectives for the appropriate cycle. The evaluation can be based on the skill levels defined in the European Common Framework of Reference for Languages Classics (ECFRCL). See B. Summative Evaluation At the end of the cycle assessment of the pupils skills and capacity consists of a written examination. The final examinations assess the level achieved by the pupils according to the learning objectives of the cycle. Assessment criteria will made available to teachers to decide on a final mark. The structure of the European Baccalaureate written examination will be finalised later D-35-en-2 12/12

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