Professional Focus Paper
Course: Latin
1.
Level: National 3
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 3.
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 3 consists of two 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
To achieve Latin National 3, learners must pass both of the required Units. National 3 courses are not graded.
LATIN
What are the key aspects of Latin National 3?
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.
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 3?
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 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?
LATIN
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 3 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 4, thereby creating an inclusive atmosphere for all learners in
the class who can then work collaboratively on the literary material.
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?
LATIN
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 3 and beyond 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.
The more general literary and analytical skills developed in Latin National 3 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:
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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 3: http://www.sqa.org.uk/sqa/48596.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/
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
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