Professional Focus Paper Course: Latin 1. Level: National 4 Who is this paper for and what is its purpose? This paper is for teachers and other staff who provide learning, teaching and support as learners work towards Latin National 4. Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real scope to build learning from 3-18 in a joined-up, seamless way. As a result, progression in learning can be much stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is likely to be increased and learners consequently more engaged and enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning. Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection and dialogue about learning. It highlights important features of learning which are enhanced or different from previous arrangements at this SCQF level. How will you plan for progression in learning and teaching, building on the Broad General Education? 2. What’s new and what are the implications for learning and teaching? Latin National 4 consists of three Units, providing learners with the opportunity to develop their translation skills, knowledge of vocabulary, understanding and analysing Latin texts and their knowledge and understanding of Roman culture. Translation Literary Appreciation Added Value Unit: Latin Assignment To achieve Latin National 4, learners must pass all of the required Units, including the Added Value Unit. LATIN What are the key aspects of Latin National 4? Integrated approach to skills development The Translation Unit focuses on developing language skills and analysis to study straightforward Latin texts and allows the learner to develop knowledge of vocabulary, syntax and accidence. The Literary Appreciation Unit develops learners’ language skills needed to understand, analyse and evaluate texts in Latin and English as well as developing an understanding of literary techniques. Learners will evaluate the Latin texts by comparing and contrasting themes from the Roman period with modern culture, and specifically Scottish culture and heritage where possible. These skills are all integral for learning, life and work. The Added Value Unit challenges learners to apply language skills in investigating a chosen topic, which must contain one Latin text translated by the learner. Learners will present their final piece in a format selected by the individual, which could include electronic presentations, podcasts, oral presentations or an extended piece of writing. The assignment will allow the learner to demonstrate challenge and application through their research and selection of relevant source material. Wider range of evidence of learning Previous approaches to assessment were directed by the need to achieve end of unit NABs. There is a new emphasis on naturally occurring evidence and combined assessments. Staff can make use of a wider range of evidence including, for example, digital or spoken presentations, discussions, extended writing, notes, multi-modal texts or podcasts. Hierarchy of Units Programmes of learning should be planned to encourage learners to aim for the highest level of achievement. The hierarchy of Units allows for a flexible approach, enabling learners to tackle Units and course assessments at the most appropriate level. What are the key features of learning in Latin National 4? Active learning Learners will be expected to take an active role in the learning process, working individually and collectively to translate Latin texts, to develop translation skills, evaluation skills and to reflect on themes and differing cultural contexts. Learning activities may require learners to explore, to analyse, to evaluate, to compare and to apply learning. Learning independently Learning experiences will continue to develop independent learning skills such as making decisions, solving problems and learners initiating their own learning. Learning activities can cover a wide range of Latin texts, including those relating to Scottish culture and heritage. Learners will be responsible for selecting a topic for the Added Value Unit, completing individual research, selecting relevant source material for their chosen topic including one Latin text translated by the individual. The structure and final presentation will be the choice of the individual. Learners will develop a wealth of transferable skills from this individualised assignment. LATIN Learners should keep their own records of learning to reflect on the skills they have developed and their individual development needs. Engaging with a broad range of texts can help learners develop as independent thinkers who can recognise key themes and allow for comparison between the Roman world and the modern world in Scotland and elsewhere. This can help to deepen their cultural awareness and understanding of the impact Roman culture has had on the country that they live and work in. How will you ensure that learners have opportunities to engage with a broad range of texts in different media, including those relating to Scotland’s literary and linguistic heritage? Responsibility for learning Learners should be expected to take responsibility for their own learning and to develop an awareness of themselves as learners. Learning activities could be planned in consultation with learners, taking account of interests and aspirations. An individual or group might, for example, take responsibility for investigating an aspect of Roman culture relating to a specific Latin text or researching a particular topic. Findings could be shared face to face and online. Learners should be encouraged to monitor their own progress and set targets, aiming to make effective use of feedback to improve. By planning regular opportunities to discuss and review learning, including self- and peerassessment activities, staff will help learners engage with this process and to set meaningful targets for improvement. Staff could discuss and model strategies for learning to encourage a reflective approach. This might include different methods for learning grammatical constructions so that individuals can decide on their preferred learning style, methods for learning vocabulary, actively analysing texts according to a theme or topic, breaking down research process and selecting appropriate evidence, methods for recording the translation of literary texts and annotating the style of the author. How might you develop a more flexible approach that embeds personalisation and choice and encourages learners to take responsibility for their own learning? Collaborative learning Learning experiences can build on collaborative approaches to learning from the BGE. Talking and listening skills are fundamental to the course and learners need to verbalise and explain thinking to explore, develop and reinforce concepts associated with grammatical awareness and literary analysis. Collaborative working helps to develop essential social and interpersonal skills. Effective collaboration makes the learning process visible and encourages deeper and more reflective learning. Sharing learning methods for verb and noun endings or vocabulary can be effective and encourage learners to support one another in their language learning. Learners could work together to analyse, evaluate and compare Latin texts by translating texts, exploring themes, drawing modern comparisons and challenging unusual aspects of Roman culture. Learners could debate topics or create news reports based on the subject matter they are studying. The Literary Appreciation Unit does not specify set Latin texts at National 4 level so teachers can select materials based on the capability or interests of the learners in their class. If staff are facilitating a bi-level teaching class, they can use Latin texts specified for Latin National 5, thereby creating an inclusive atmosphere for all learners in the class who can then work collaboratively on the literary material. LATIN Effective use of technology can facilitate collaboration. Learners might, for example, contribute to a wiki focusing on a particular text or theme. Learners could create social media feeds based on the individual authors, for example Catullus and his proclamations to Lesbia. Collaborative blogs can form the basis for powerful discussion where less confident learners can express their views. As learners become more confident, they could begin to collaborate, not just with their own classmates, but also with learners from other establishments. How might you develop collaborative approaches to learning that, when appropriate, make effective use of technology? Applying learning Learners can utilise the skills they have developed in learning grammar and vocabulary to tackle the Latin texts in the Literary Appreciation Unit. Learners will have the opportunity to develop and apply skills met in English National 4 when applying their knowledge of literary techniques to evaluate and analyse different Latin authors. Learners can draw on their knowledge from other subjects when discussing Roman culture and heritage. For example, they might use geographical knowledge when discussing the eruption of Mount Vesuvius in AD 79. Learners will select a topic of their choice for the Added Value Unit and be expected to complete individual research and selection of relevant source material. This will require more independent study where higher-order skills like planning and application are required. Learners will have the opportunity to develop and apply their language skills in the Added Value Unit by presenting evidence in an oral presentation, visual presentation or in an extended piece of writing. The more general literary and analytical skills developed in Latin National 4 will be applied in learning across curriculum areas and in future study and employment. Learners should also have a range of opportunities to developing their reading, listening, writing, talking and analytical skills in a variety of forms relevant for learning, life and work. How are you developing skills for learning, life and work, as outlined in the course specification? Links with a range of curriculum areas, such as English, modern languages, sciences and social studies subjects, are essential to help learners apply and make connections in their learning. This will help to ensure their skills are reinforced and transferrable. How can you ensure that learners can access opportunities to apply their learning in different curriculum areas? LATIN 3. Qualification information The SQA website provides you with the following documentation: Assessment Overview Course Specification Unit Specification Support Notes Course Assessment Specification Unit Assessment Support Packages Full information on arrangements for this qualification is available at the SQA website: Latin National 4: http://www.sqa.org.uk/sqa/47406.html 4. What other materials are available on the Education Scotland website which staff could use? http://www.educationscotland.gov.uk/nationalqualifications/subjects/classics.asp http://www.slu.edu/colleges/AS/languages/classical/latin/tchmat/tchmat.html http://wayback.archive-it.org/1961/20100802084938/http://www.ltscotland.org.uk/latinonline/ Support materials have been produced over the last year to support Curriculum for Excellence and further support materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details available from the page below. Published and planned support for Curriculum for Excellence: http://www.educationscotland.gov.uk/publishedandplannedsupport T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA © Crown copyright, 2012 You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.