GCSE Latin Component 1 (Latin Language) January 2017 Aims and Objectives To increase familiarisation with content and assessment of Component 1 To map back from the exam to our classrooms To consider approaches to teaching and learning of
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GCSE Latin
Component 1 (Latin Language) January 2017<br>
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Aims and Objectives To increase familiarisation with content and assessment of Component 1
To “map back” from the exam to our classrooms
To consider approaches to teaching and learning of Latin Language<br>
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Latin Language Paper Compulsory
Worth 50% of the marks for the whole GCSE
Single-tier paper
1 hour 30 minutes
Total marks available : 100
AO1
5 questions in total
Candidates answer 4 questions
Candidates must answer Questions 1, 2, and 3, and either Question 4 or Question 5.<br>
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Section A: Momentum Test Momentum Test
Divided into 3 questions
Questions 1, 2 and 3 are compulsory<br>
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Section B: Composition and Grammar 2 options
EITHER: English into Latin
OR: Grammar questions on a short piece of Latin<br>
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Section A: Momentum Test<br>
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Questions 1 and 3: Comprehension Identification and translation of a Latin word
Multiple-choice:
Selecting the best or correct translation from four versions
Selecting true statements from a mixture of true and false ones
Simple context questions (what/why/when/how)
Simple comprehension questions
Summary of a sequence of events
Personal response
Derivation question<br>
Identification of:
Parts of speech
Cases
Tenses
Agreement
Number<br>
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Question 5: Grammar cont/d No questions on syntax
No requirement to translate the passage
Advice to candidates: work out the meaning before attempting to answer<br>
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Question 4 or Question 5? Will you prepare your students for Q4 or Q5?
What influenced your decision?
What do you anticipate being the difficulties of your chosen question?<br>
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Teaching and Learning Latin Language Anticipation of errors
Vocabulary acquisition
Accidence and syntax<br>
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Anticipation of Errors Use the Examiners’ Report to pinpoint common errors:
Lack of vocabulary knowledge
Spelling errors which were harmful (e.g. woman/ women, lead/led)
Lack of attention to norms of word order
Ignorance of case endings
Inability to identify tenses
Derivation questions
Failure to use information provided on the paper (e.g. Pallas/ Pallanteum)
See sheet Latin Language: Common Vocabulary Errors (2016)<br>
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Vocabulary acquisition How frequent?
Latin to English or English to Latin or both?
Who marks vocabulary tests?
Which resources?
Quizlet
CSCP online vocabulary tester
Downloadable lists (Excel/Word/PDF)<br>
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Accidence and Syntax Examiners’ Report (2016) (www.wjec.co.uk/latin)
Indirect command
Indirect questions
Comparatives and Superlatives
Which Latin course?
Student-created grammar resources<br>
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Final thoughts… Timing of the paper
Creation of resources
Marking practice<br>
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Alan Clague (Subject Officer)
alan.clague@eduqas.co.uk
Matt Oatley (Subject Support Officer)
matthew.oatley@eduqas.co.uk
029 2026 5054 Any Questions?<br>
