Latin Continuers - ARC

Latin Continuers

Stage 6

Syllabus

http://www.boardofstudies.nsw.edu.au

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ISBN 0 7313 4378 6

2001337

Contents

1 The Higher School Certificate Program of Study................................................5

2 Introduction to Latin in the Stage 6 Curriculum ..................................................6

2.1 The Language ............................................................................................6

2.2 Description of Target Group .......................................................................6

2.3 Rationale ....................................................................................................6

3 Continuum of Learning for Latin Stage 6 Students.............................................8

4 Aims .................................................................................................................10

5 Objectives .........................................................................................................10

6 Course Structure...............................................................................................11

7 Objectives and Outcomes.................................................................................12

7.1 Listing of Objectives and Outcomes ........................................................12

7.2 Key Competencies ...................................................................................13

8 Content..............................................................................................................14

8.1 Preliminary Course content......................................................................14

8.2 HSC Course content ................................................................................14

8.3 Texts .........................................................................................................14

8.4 Vocabulary................................................................................................15

8.5 Dictionaries ..............................................................................................25

8.6 Grammar ..................................................................................................25

8.7 Study of Literature....................................................................................32

9 Course Requirements .......................................................................................38

10 Post-school Opportunities .................................................................................39

11 Assessment and Reporting...............................................................................40

11.1 Requirements and Advice........................................................................40

11.2 Internal Assessment ................................................................................41

11.3 External Examination ...............................................................................41

11.4 Board Requirements for the Internal Assessment Mark in Board Developed Courses..................................................................................42

11.5 Assessment Components, Weightings and Tasks ...................................43

11.6 HSC External Examination Specifications ...............................................45

11.7 Summary of Internal and External Assessment ......................................47

11.8 Summary of Examination Specifications .................................................48

11.9 Reporting Student Performance Against Standards ................................49

1 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:

• provide a curriculum structure which encourages students to completesecondary education;

• foster the intellectual, social and moral development of students, in particulardeveloping their:

– knowledge, skills, understanding and attitudes in the fields of study theychoose

– capacity to manage their own learning

– desire to continue learning in formal or informal settings after school

– capacity to work together with others

– respect for the cultural diversity of Australian society;

• provide a flexible structure within which students can prepare for:

– further education and training

– employment

– full and active participation as citizens;

• provide formal assessment and certification of students’ achievements;

• provide a context within which schools also have the opportunity to fosterstudents’ physical and spiritual development.

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Latin Continuers Level Stage 6 Syllabus

2 Introduction to Latin in the Stage 6 Curriculum

2.1 The Language

The language to be studied and assessed is Latin.

The Latin language to be studied in the Continuers course is defined as thelanguage of the literature from the Classical period c 100 BC to c AD 100.

2.2 Description of Target Group

The Latin Continuers Level syllabus is designed for students who, typically, will havestudied Latin for 400–500 hours at the completion of Year 12.

2.3 Rationale

The study of Latin provides students with access not only to the culture, thought andliterature of Ancient Rome, but also to the continuing influence of Latin on thelanguages, cultures, literatures and traditions that have derived from those ofAncient Rome. The study of Classical Latin offers specific training in qualitiesconsidered desirable for both personal and professional development.

History of the Latin Language

Latin was the language of the Roman people who established an empire and acivilisation whose literature was regarded as a model by succeeding generations.

Through Roman conquest, the Latin language grew to be the dominant language inmany countries. As such it provided the basis for the languages that developed inthese countries – Italian, French, Spanish, Portuguese and Romanian.

The Latin language became, through the medium of Western Christianity, thelanguage of learning and culture. For many centuries Latin continued to be thelanguage of scholarship, philosophy and science. Latin was the internationallanguage of scientific writing and it still provides much of the technical terminologyof the sciences and law. It was the basis of all education outside the sciences and,since all educated people learned Latin, it served as the international language forscholarship. As a consequence, Latin makes available to the student much of thevocabulary of educational discourse, abstract thought and conceptualisation.

Legacy of the Romans

The Romans produced a wide variety of works of literature, ranging from privateletters to great national epics. This literature is of historical interest, allowing us tounderstand the Romans – their interests, beliefs and values – but it also has auniversal appeal, as it explores themes that are still relevant today. It is impossible tofully appreciate this literature without reading it in the original Latin and experiencingthe language and style of the Romans themselves.

The influence of Roman Latin literature can be seen in Western literature, whichcontains a wealth of reference to Roman mythology, history and writing, and whoseforms are a direct development of Latin genres.


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The Romans also defined the shape of the institutions of the Western world as theyexist today. The cultures of Greece and Rome, together with that of the Hebrews,are the great cornerstones of Western civilisation; they provide its intellectual,political, institutional, social, administrative and religious origins.

The study of Latin is a direct means of developing appreciation of the significance ofWestern civilisation, its origins and its contribution to Australia’s cultural identity.

Value of the Latin Language

The value of Latin in the educative process is to assist in developing increased self-knowledge and a responsive relationship with other cultures and other times.

The study of Latin has great value in developing an understanding of language. Thenature of the Latin language, with its inflections, its word order and its strict attentionto relationships between words and sentences, compels the student to thinkseriously about language in general. The ability to translate thoughts, ideas andactions from another language, and articulate them in one’s own language,enhances one’s overall skills in language and communication. In an English-speaking country the beneficial effect of this process is enhanced by the fact thatthe Latin language played a great part in the development of English itself.

The study of the Latin language gives students an advantage in learning any foreignlanguages because they have enhanced familiarity with grammatical terminologyand complex linguistic structures. The student of Latin explores social, moral andpolitical value systems and the way in which Roman concepts have influencedWestern ways of thinking. The fact that English has inherited words such as ‘liberty’,‘piety’, ‘virtue’ and ‘humanity’ from the Latin libertas, pietas, virtus and humanitashighlights the importance of a study of the meaning of each of these concepts in itsoriginal cultural context.

The study of the Latin language and the subsequent exploration of Latin prose andverse provides students with a singular opportunity for the pursuit of a liberaleducation.

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3 Continuum of Learning for Latin Stage 6 Students


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Stages 1–3

Human Society and Its Environment

Stages 4–5

Languages (mandatory 100 hours)

Workplace University TAFE Other

Stage 5

Languages elective courses including Latin

Stage 6

Latin Continuers

Preliminary

HSC

Latin Extension

The New South Wales curriculum provides opportunities for students to study alanguage or languages from Stage 1 through to Stage 6.

In the K–6 (Stages 1–3) Human Society and Its Environment key learning area,students develop an awareness of languages and may learn about the worldthrough the study of a language, such as Latin.

In Years 7–10, a language is a mandatory component of the School Certificate, withstudents being required to complete 100 hours of language study. Elective study inStages 4–5 in Latin builds upon the mandatory study.

Stage 6 offers the opportunity to continue the study of Latin at Continuers level withthe option of an Extension course.

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4 Aims

The aims of the syllabus are to develop students’:• ability to understand Latin texts• ability to understand how language works at the level of grammar and syntax• ability to recognise connections between Latin and English or other languages• ability to recognise stylistic features of Latin texts and understand their literary

effects• ability to assimilate the ideas contained in a Latin text• ability to explore the ideas of a Latin text in its social, cultural, historical and

religious context• ability to explore their own culture(s) through the study of Roman culture• ability to recognise how ideas and beliefs of the Classical period have

influenced subsequent societies• enjoyment of the study of Latin through the reading of Latin texts• general cognitive, analytical and learning skills.

5 Objectives

Students will achieve the following objectives:

Objective 1 –understand seen and unseen texts written in the original Latin;

Objective 2 –understand the linguistic and stylistic features and the culturalreferences in prescribed Latin texts;

Objective 3 –understand the prescribed text as a work of literature in terms of theauthor’s purpose.


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6 Course Structure

The Preliminary Course (120 indicative hours)

The Preliminary course is structured to provide students with opportunities to readoriginal Latin texts and to develop the skills needed to study the prescribed texts forthe HSC course, and to translate unseen texts. Students extend their vocabulary,consolidate their language skills and study additional linguistic features notprescribed in the Years 7–10 syllabus. Students also begin to appreciate thepurpose and point of view of different authors and their effective use of language.

The HSC Course (120 indicative hours)

The HSC course is designed to allow students to apply and extend the knowledgeand skills gained through a wider reading of authors in the Preliminary course to adetailed study and analysis of two prescribed texts, one verse and one prose.Students will also translate unseen passages of original Latin. Students apply theirlinguistic skills and their familiarity with Latin literature in the independent translationof unseen passages of original Latin text.

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7 Objectives and Outcomes

7.1 Listing of Objectives and Outcomes

The outcomes listed below represent the knowledge, skills and understanding thatstudents will achieve by the end of the HSC course based on this syllabus. Theoutcomes have been linked to one objective but may derive from more than one.The degree to which students achieve these outcomes will be reported in theperformance scale.

Objectives

Students will:

1. understand seen and unseen textswritten in the original Latin

2. understand the linguistic and stylisticfeatures and the cultural referencesin prescribed Latin texts

3. understand the prescribed text as awork of literature in terms of theauthor’s purpose

Outcomes

The student:

1.1 applies knowledge of vocabularyand grammar

1.2 infers the meaning of words orphrases from common patterns ofword formation and from context

1.3 translates into clear English, usingwords appropriate to the context

2.1 identifies, explains and analysesgrammatical features

2.2 identifies, explains and analysesstylistic features and theircontribution to the literary effectachieved in the extract

2.3 identifies metrical features ofdactylic hexameters

2.4 identifies, explains and analysesthe context of an extract

2.5 identifies, explains and analysesthe cultural, historical and religiousreferences of an extract

3.1 identifies and discusses Romanideas, beliefs, and arguments asrevealed in the prescribed texts

3.2 identifies and discusses thestructure and literary qualities ofthe prescribed texts

3.3 identifies and discusses specifiedthematic focus areas in theprescribed texts

7.2 Key Competencies

Latin provides a powerful context within which to develop general competenciesconsidered essential for the acquisition of effective, higher-order thinking skillsnecessary for further education, work and everyday life.

Key competencies are embedded in the Latin Continuers syllabus to enhancestudent learning. The key competencies of collecting, analysing and organisinginformation and communicating ideas and information reflect core skills inlearning Latin and are explicit in the objectives and outcomes of the syllabus. Thekey competencies of planning and organising activities and working with othersand in teams are developed through classroom pedagogy. Students work asindividuals and interact with others as members of groups to translate and analysetexts or passages of Latin. The skills associated with the analysis of texts, such asthe ability to infer meaning from context, translate accurately from Latin to English,and use a dictionary, contribute to the students’ development of the key competencysolving problems. As an integral part of such activity, students will need to useappropriate information technologies and to develop the key competency usingtechnology.

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8 Content

The content of this syllabus is based on original Latin texts. Students will be requiredto study the texts in order to develop skills in understanding the language and in theanalysis and evaluation of Latin literature. The texts are chosen to allow students tosample the significant literary genres in the canon of Classical writers. The texts arethe key to the study of the Latin language and they will allow students to experiencea variety of stylistic features and literary effects.

8.1 Preliminary Course content

The study of texts in the Preliminary course enables students to read and enjoyLatin literature in the original language and develop the skills needed to study theHSC prescribed texts. Students extend their vocabulary, consolidate their languageskills and study additional linguistic features not prescribed in the Years 7–10syllabus. Students also begin to appreciate the purpose and point of view of differentauthors and their effective use of language.

8.2 HSC Course content

Prescribed texts in Latin provide the focus of the HSC course. In order to enhancetheir understanding of each text as a whole, the students will also read a specifiedtranslation of the entire book or speech. Each year, one verse and one prose textwill be prescribed for study.

Each year, specified thematic focus areas will be prescribed for each of theprescribed texts. These will provide a list of three to five themes which form thefocus of study of the content and references in the texts.

8.3 Texts

8.3.1 Texts for the Preliminary Course

Students will study a selection of extracts from a variety of texts. Any author fromthe period c 100BC – c AD100 may be studied except for those prescribed for theHSC in the following year. Authors may include:

Caesar, Catullus, Cicero, Livy, Martial, Ovid, Pliny, Tacitus and Virgil.


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8.3.2 Texts for the HSC Course

Canon

Virgil, Aeneid, Books 2, 4, 6, 8, 10, 12

Cicero, In Verrem; In Catilinam; Pro Caelio; Pro Roscio Amerino

Livy, Ab Urbe Condita, Books 1, 2, 5, 21, 30

Rotation of Texts

Each text will be prescribed for two consecutive years. The change of verse andprose texts will occur in alternate years. The following schema shows the sequencethat will be followed:

1 Cicero, Pro Roscio Amerino Virgil, Aeneid, Book 2

2 Cicero, In Catilinam Virgil, Aeneid, Book 2

3 Cicero, In Catilinam Virgil, Aeneid, Book 4

4 Cicero, Pro Caelio Virgil, Aeneid, Book 4

5 Cicero, Pro Caelio Virgil, Aeneid, Book 6

6 Livy, Book 1 Virgil, Aeneid, Book 6

HSC Prescription

For each verse and prose text, a minimum of 380 lines to a maximum of 420 lines ofLatin in the Oxford Classical Text edition will be prescribed for study. The remainderof the book/speech is to be read in English. Three to five specified thematic focusareas will be set for each of the texts. These will form the focus of study of thecontent and references in the texts.

For each prescribed text students will:• read in Latin the prescribed lines for translation and comment on stylistic

features, the context and cultural references, the specified thematic focus areas,the ideas, beliefs and arguments and the author’s purpose and point of view

• study the first 300 lines for grammatical analysis• read a specified English translation of the entire book or speech for analysis of

the specified thematic focus areas, the ideas, beliefs, practices and argumentsand the author’s purpose and point of view.

8.4 Vocabulary

Students will:• know the vocabulary in the Stage 5 syllabus• know the vocabulary listed in 8.4.1 (which begins on the following page)• know prefixes, suffixes and compounds, and common types of word formation• recognise in context the vocabulary of the prescribed Latin texts.

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16

abhinc

abicio

ac

ac / atque

accedo

accidit

accurro

accusatio

accusator

accuso

acerbus

acriter

actor

acutus

adduco

adeo

adhibeo

adhuc

adicio

adimo

aditus

adiuvo

adloquor

administro

admiratio

admitto

adorior

adsto

adulescens

adulescentia

adversarius

adversus

adverto

aedes

aedifico

aegre

aeque

aequor

aequus

aer

aes

aestas

aetas

aeternus

aether

aevum

affero

afficio

aggredior

agmen

aio

alienus

aliquamdiu

aliquando

aliqui

aliquis

aliter

alius

alter

altitudo

altum

amabilis

ambo

amens

amicitia

amor

amplector

amplitudo

amplius

amplus

an

angustus

anima

animadverto

animus

antequam

aperte

appareo

appello

aptus

arbiter

arbitror

arbor

arcesso

ardeo

arduus

argentum

argumentum

arma

armo

arripio

ars

artifex

arx

as

aspicio

at

ater

atque / ac

atrox

attente

attingo

auctor

audacia

audeo

aufero

aufugio

aura

aureus

auris

aurum

avaritia

barba

beatus

beneficium

breviter

caecus

caedes

caedo

caelum

caeruleus

calamitas

calidus

callidus

calor

campus

candidatus

candidus

8.4.1 Vocabulary List

17


cano

captivus

captor

caput

careo

carmen

castigo

casus

causa

cautus

caveo

cedo

celeber

celeritas

censeo

cerno

certamen

certe

cervix

cieo

cingo

cinis

circumdo

cito

civilis

clades

clam

classis

claudo

cliens

coepi

cognomen

cognosco

cohors

coniungo

coniunx

coniuratio

coniuro

conor

conscendo

conscius

conscribo

consequor

conservo

considero

consido

consisto

constat

constituo

construo

consuesco

consul

consularis

consulatus

consulo

contemno

contentio

contineo

contingo

continuo (adv)

continuus

contio

contraho

contrarius

converto

convoco

coorior

copia

corona

corpus

corripio

corrumpo

creber

creo

cresco

crimen

crucio

crudelitas

crudeliter

cunctor

cupiditas

cupidus

cura

curo

cursus

curvus

damno

damnum

decedo

decerno

decet

decipio

decretum

decurro

decus

dedecus

deditio

dedo

deduco

defensor

defero

deficio

cohortor

collabor

colligo

collis

colloquium

colloquor

colo

color

comes

comiter

comitium

commemoro

committo

commode

communis

complures

compono

comprehendo

concido

concilio

concilium

concito

concurro

concursus

condemno

condicio

condo

conduco

confero

confido

confirmo

confiteor

congredior

conicio


18

defleo

deicio

delibero

deligo (3)

demens

demitto

demonstro

demum

depello

depono

deprehendo

descendo

desero

desino

despicio

desum

detineo

dictator

dictum

differo

difficultas

diffido

diffugio

diffundo

dignitas

dignus

diligentia

diligo

dimico

diripio

dirus

discessus

disciplina

disco

facinus

facultas

facundus

falsus

fama

fames

familiaris

fas

fatalis

fateor

fatum

fax

feliciter

ferox

ferreus

ferrum

ferus

fervidus

fideliter

fido

figo

fingo

finitimus

fio

firmo

flammae

flecto

flumen

focus

foede

foedus (adj)

foedus (n)

fons

for

eodem

eques

ergo

erigo

eripio

erro

eruditus

evado

evoco

excedo

exclamo

excuso

exemplum

exhortor

exigo

exiguus

existimo

exitium

exitus

expedio

expello

explico

exploro

expono

exporto

expromo

expugno

exsilium

exsul

exsulto

extinguo

extra

extraho

facies

discrimen

dispello

dissimulo

diversus

dives

divido

divinus

divitiae (pl)

divus

dolor

domus

donec

dono

dubito

dubius

ductor

dum

dummodo

duplex

ecce

edo

educo

effero

effigies

effundo

egeo

egredior

egregius

elegans

eligo

eloquentia

eloquor

en

ensis

19


foras

forma

formido

fors

forsitan

fortasse

forte

fragor

frango

fraus

fremitus

frequens

fretus (adj)

frigus

frons frondis

frons frontis

fructus

fruges (pl)

fruor

fuga

fulmen

fumo

fumus

fundo

fungor

funus

furo

furor

furtim

gaudeo

gaudium

gemo

genetrix

genitor

infirmus

ingenium

ingredior

inhonestus

inimicus

iniquus

initium

iniuria

innocens

inopia

inquam

insequor

insidiae

insignis

instituo

insto

instruo

integer

intendo

intercludo

interdiu

interdum

interea

interest

interior

intermitto

interpello

intra

intus

invado

invalidus

invideo

invidia

invisus

ignominia

ignoro

ignosco

imago

imber

imitor

immanis

immergo

immineo

immo

immobilis

immortalis

impedimentum

impello

impendeo

impius

imploro

improbus

improvisus

impune

imus

inauditus

incendium

incendo

includo

incolo

incolumis

incredibilis

indignus

induco

indulgeo

ineo

inferior

infestus

genus

gloria

gracilis

gradus

gratia

gratus

gravitas

haereo

harena

haud

heros

heu

honestas

honor

hora

horreo

horridus

horror

hortor

hospitium

humanus

humus

iacto

ianitor

ianua

ibidem

ictus

idem

identidem

ideo

idoneus

ignarus

ignavus

ignis


20

invitus

invoco

iocus

ira

irrumpo

iterum

iudicium

iudico

iungo

iuro

ius

iustitia

iustus

iuventus

labor (v)

lacrima

lacus

laevus

lapis

lar

laus

lectus

legatio

lego (3)

leniter

lentus

letum

leviter

levo

libertas

libet

libido

licentia

licet

nefarius

nefas

neglego

nego

nemo

nepos

nequaquam

nequiquam

nescioquis

neve / neu

niger

nihil

nimis

nimius

nisi

nobilitas

nocturnus

nomen

non iam

nonne

nosco

noto

nullus

num

numen

numerus

nuper

nusquam

o

ob

obeo

obliviscor

obsecro

observo

milia passuum

minae (pl)

minister

minor (v)

minuo

miror

mirus

misceo

misereor

misericordia

miseror

mitis

modo (adv)

modus

moenia (pl)

moles

monstro

monstrum

monumentum

mora

morior

moror

motus

mulier

multo (adv)

munitio

munus

mutuus

nascor

natura

ne

-ne

necessarius

necesse

limen

littera

loco

longe

loquor

luctus

ludo

ludus

lugeo

lumen

magis

magister

magistratus

magnitudo

magnopere

maiores (pl)

male (adv)

malo

mane (adv)

manes (pl)

manumitto

maritimus

maturus

membrum

memini

memor

memoria

memoro

mens

mensis

mercator

mereor

metuo

metus

21


obses

obsideo

obtestor

obviam

occasio

occasus

occulto

occultus

occupo

occurro

ocius

odi

odium

offero

officium

olim

omen

omitto

omnino

onus

opera

opinio

oportet

opportunus

opprimo

oppugno

ops

opto

opus

ora

orator

orbis

ordo

orior

praefero

praemitto

praesideo

praesidium

praesum

praeterea

praetereo

praetor

pre(he)ndo

preces (pl)

precor

pretium

pridie

primo

primum

prior

priscus

prius

priusquam

privatus

privo

probo

probus

procedo

procul

procurro

prodo

produco

proelium

profecto

profero

proficiscor

profugus

progredior

perpetuus

persolvo

perspicio

perterreo

pertineo

perturbo

pestis

pietas

pirata

placide

placo

plebs

plenus

plerique

plus

poena

polliceor

pondus

porrigo

posco

posterus

potens

potentia

potior

potius

prae

praebeo

praeceps

praecipio

praecipuus

praeclarus

praeda

praedo

praefectus

os oris

os ossis

ostium

otium

paco

palam

palma

par

parco

parens

pario

partim

parum

passim

patefacio

pateo

patior

patrius

paulo

pavidus

pavor

pectus

pedes

pelagus

penates

pendeo

perago

perdo

perfero

perficio

perfidus

pergo

peritus

pernicies


22

proicio

proles

propinquus

propono

proprius

propterea

prora

prosequor

prosum

protinus

proveho

provideo

provincia

proximus

prudentia

publicus

pudet

pudor

puppis

qua

quaero

quaeso

quaestor

qualis

quam

quamvis

quando

quantus

quasi

queror

quia

quicumque

quidam

quidem

scutum

secerno

seco

secundus

sedes

semel

senatus

sensus

sepelio

sepulcrum

sequor

sermo

sero (adv)

serus

seu / sive

sic

sicut

sidus

silentium

sileo

similis

simulo

sin

singularis

sinister

sino

sinus

sisto

situs (adj)

sol

solacium

soleo

sollemnis

sollicitus

repentinus

repeto

reprehendo

requiesco

requiro

restat

restituo

retardo

retraho

retro

reus

revertor

revoco

risus

rite

rosa

rostra

ruina

ruo

rus

saevus

sal

salus

salvus

sanctus

sane

sanguis

sanus

sapienter

sapientia

scelestus

scelus

scientia

scilicet

quies

quiesco

quin

quin etiam

quisquam

quisque

quisquis

quivis

quominus

quomodo

quondam

quoniam

quot

quotiens

ratio

recens

recte

rectus

recuso

redimo

reduco

refero

reficio

regina

regio

regius

regno

regnum

regredior

religio

remitto

reor

repello

repente

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solum

solus

solvo

somnium

somnus

sono

soror

sors

spargo

spatium

species

spectator

sperno

spiritus

spolio

sponte

statio

statuo

sterno

stipendium

stirps

strepitus

stringo

studeo

studium

stulte

stultus

stupeo

suadeo

suavis

suaviter

subduco

subeo

subicio

ulterior

ultimus

ultro

una (adv)

universi (pl)

urgeo

usquam

usque

uter

uterque

utinam

utor

utrimque

utrum

vado

vagor

valde

valeo

validus

valles

vallum

vanus

varie

vasto

vates

-ve

vehemens

vehementer

veho

vel

velox

velum

velut

veneror

tener

terribile

terribilis

terror

testimonium

testis

testor

timidus

toga

torqueo

torus

tot

totidem

totiens

totus

trado

traduco

traicio

tranquillus

transeo

trepido

trepidus

tribunus

triumphus

tuba

tueor

tumultus

turba

turbo

turpis

turris

tutus

ulciscor

ullus

subsequor

subsidium

subvenio

succedo

succurro

summa (n)

summus

sumo

super

superus

supervenio

supplex

supplicium

supprimo

supra

supremus

surgo

suspicio

suspicor

tabula

tacite

taedet

talis

tametsi

tamquam

tantum (adv)

tantus

tectum

tego

tellus

temere

tempus

tendo

tenebrae (pl)


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venia

verbum

vereor

vero

verso

versor

vertex

verum

vescor

vigilia

vigilo

vinculum

vires

virgo

viridis

virilis

vis

vitium

vito

vix

voluptas

volvo

votum

voveo

vultus

vesper

vestigium

vestis

veto

vetus

vexo

vicinus

victoria

videlicet

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8.5 Dictionaries

Students should be encouraged to develop skills in using dictionaries in class andfor private preparation. For external examinations, dictionaries will not be permitted.

8.6 Grammar

Grammar is the organisation of, and relationship between, all the elements thatconstitute a language as it functions.

It is assumed that students will already have acquired a significant understanding ofthe function of grammar through prior study of Latin.

During the course of their studies, students should master the terminology ofgrammatical features. This not only adds to their understanding but also equips themto communicate their understanding succinctly and provides them with a basis forthe efficient learning of other languages.

The following grammatical features are those that students studying Latin in aContinuers course are expected to analyse and recognise.

8.6.1 Grammatical Features

8.6.1.1 Grammatical Forms

Part of Speech

nouns

Grammatical Form

five declensions

singular and plural

all cases

nominative

vocative

accusative

genitive

dative

ablative

locative

Example(s)


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Grammatical Features (cont)

Part of Speech

adjectives

pronouns

Grammatical Form

all casesall genders

regular

irregular

comparison• positive• comparative• superlative

irregular comparison

possessivedemonstrativeinterrogative

numerical• ordinal 1st – 20th

• cardinal 1 – 100emphatic

all declensionspersonalreflexiverelativeemphaticinterrogativedemonstrative

Example(s)

latus, pulcher, miser, celer,fortis, audax

solus, totus, ullus, nullus,alius,alter, uter

latus, pulcher, audaxlatior, pulchrior, audaciorlatissimus, pulcherrimus,audacissimus

bonus, malus, magnus,parvus, multus, multidifficilis, facilis, similis,dissimilis, gracilis, humilis

meus ille, hic, istequi, qualis

primusunusipse

egosequi ipsequisille, hic, iste, is

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Part of Speech

verbs

Grammatical Form

principal parts

all conjugations

deponent

semi-deponent

irregular

all tenses

present, future, imperfect,perfect, future perfect,pluperfect

all persons

singular and plural

active and passive voice

indicative mood

subjunctive mood

imperative mood

alternative forms

all infinitives – active and

passive voice

present, future, perfect

all participles

present, future, perfect

gerund

gerundive

supine

Example(s)

amo, amare, amavi,amatum

amare, manere, regere,capere, audire

loqui

gaudere

esse, posse, velle, nolle,malle, ire, ferre, fieri

rexere, imperasset

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Latin Continuers Stage 6 Syllabus

Part of Speech

adverbs

prepositions

conjunctions

interjections

Grammatical Form

regular comparison• positive• comparative• superlativeirregular comparison• positive

• comparative• superlative

governing accusative casegoverning ablative case

coordinating

subordinating

Example(s)

late, celeriterlatius, celeriuslatissime, celerrime

bene, male, paulum,multum,magnopere, diumeliusoptime

in villam, ad villamin villa, e villa

et

ut, postquam, cum, quod, si

eheu, en

Grammatical Form

nouns

nominative case

accusative case

Usage

subjectcomplement

direct object of verbgoverned by a preposition subject of indirect statementmotion ‘towards’length of timedistance/measurementexclamation

Example(s)

Marcus curritCornelia est filia, dies fit nox

te amoad villamscripsit se venireRomamtres diesmurus est tres pedes altuso fortunatam rem publicam!

8.6.1.2 Grammatical Usage

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Grammatical Form

nouns (cont) genitive case

dative case

ablative case

locative case

Usage

possessive partitivevaluedescriptive (quality)dependent on verbsdependent on adjectives

indirect object of a verbadvantage/disadvantage

agent (used withgerundives)interestpossessionpredicativedependent on verbsdependent on adjectives

governed by a prepositionmannerdescriptionrespectplacetimeinstrument / agent / means

causeseparationcomparisonorigindependent on verbsdependent on adjectivesablative absolute

place ‘at’ or ‘in’

Example(s)

horti Caesarismagna pars militum, plus viniservum unius assis aestimatvir summae virtutisfidei meminilaudis cupidus

Fabio consilium deditmihi cenam coxit, mihi cenamabstulit

mihi efficiendum est

difficile est mihivilla est mihires impedimento eratappropinquare oppidoaptus mihi

in villasumma celeritate intravitvir barba promissaaetate provectusterra mariquetertio annogladio interfectusa Fabio interfectuscalliditate interfectusfame mortuusLondinio profecta estCaesar est maior Crassoclarissimo patre creatusutor gladiodignus laudeclade acceptame duce

Romae, domi


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Grammatical Form

nouns (cont)nouns in apposition

verbs

Type of Clause

principal

statement

question

command

wish

subordinate –adverbial

temporal

causal

Usage

all cases except locative

historic present

historic infinitive

impersonal

impersonal passive ofintransitive verbs

Verb

indicativesubjunctiveindicativesubjunctiveimperativesubjunctiveindicativesubjunctive

indicativesubjunctive

indicative

subjunctive

Example(s)

prima luce signo datomultitudo…instruitur

diripi tecta…inici ignes

mihi venire licet

hic pugnatum est

Example(s)

Cicero hoc fecitat Cicero hoc faceretquid fecit Cicero?quid faciamus?hoc fac!hoc facias!hoc facere volo(utinam) ne hoc facias!

ubi Marcus casam aedificavitantequam hostes non caperent

quoniam Marcus casam nonconfecerat

cum Marcus casam conficiat

8.6.1.3 Grammatical Constructions

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Type of Clause

subordinate –adverbial (cont)

concessive

purpose/finalconsecutive/resultconditional

comparison

subordinate –adjectival

relativepurpose

generic

subordinate – noun

indirect questionindirect commandindirect wishexpressing fearindirect statement

subordinate –in indirect speech

Verb

indicative

subjunctive

subjunctivesubjunctiveindicativesubjunctiveindicativesubjunctive

indicativesubjunctive

subjunctive

subjunctivesubjunctivesubjunctivesubjunctiveinfinitive

subjunctive

Example(s)

quamquam Marcus casamaedificavitcum Marcus fessus esset, currebat tamen quam celerrimepuer domum redit ut patrem videatpuer adeo timebat ut aufugeritsi hoc fecisti, stultus fuistisi hoc fecisses, stultus fuissestot amicos habeo quot tu habesse gessit tamquam consul fuisset

puer est quem amolegatos misit qui de obsidibusagerentsunt qui fortiter pugnent

amicus rogavit cur hoc faceremmihi imperavit ut hoc faceremvolo ut mihi respondeastimeo ne hoc faciatdixit se patrem adiuvisse

dixit se patrem adiuvisse quodbonus vir esset


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8.7 Study of Literature

In studying the prescribed texts, students will develop techniques in literary analysisand evaluation. These involve examining the ways in which writers express theirideas so as to have the greatest impact on their audience.

A list of stylistic features and literary terms is included below to help students to:• describe and analyse the style or effect of an extract;• understand the terms commonly used in notes and commentaries on Classical

texts;• understand that Classical authors were invariably trained in rhetorical

techniques and used them consciously, confident that their audience wouldrecognise and appreciate them.

For assessment purposes, students are expected to use either the technical term oran explanation.

8.7.1 Stylistic Features

Technical term

alliteration

allusion

analogy

anaphora

antithesis

Explanation

repetition of consonants,especially at thebeginning of words

reference to a person,place, story etc, whichthe reader is assumed toknow

comparison or parallelunderlying a simile ormetaphor

repetition of word orphrase at the beginningof several clauses orsentences

contrasting words orphrases balancedagainst one another

Example

sanguineae superant undas(Virgil, Aeneid II.207)aut vocem mutare viros autvertere vestem (Virgil, AeneidXII.825)

Saturnia [=Juno, daughter ofSaturn], Alcides [=Hercules]

Turnus is compared to variouswild animals (Virgil, Aeneid XII)

nihil agis, nihil moliris, nihilcogitas... (Cicero, In CatilinamI.3.8)

amantem iniuria taliscogit amare magis, sed bene velleminus (Catullus, 72)

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Technical term

apostrophe

archaism

assonance

asyndeton

chiasmus

ellipsis

epithet

hendiadys

hyperbaton

Explanation

address to person, placeor abstract quality as anaside from the narrative

an old form of a wordused to create an effectof solemnity or pathos

repetition of similar vowelsounds in two or morewords

omission of conjunctions

contrast of phrases byreversal of word order

the omission of word(s)necessary for thegrammatical structure ofa sentence

an adjective or phrasecommonly associatedwith a noun, conveying aspecial quality orcharacteristic

phrase with twocomponents whichamount to one concept

alteration of natural orderof words, displacement ofword outside its phrase orclause

Example

ante, pudor, quam te violo aut tuaiura resolvo (Virgil, Aeneid IV.27)

olli sedato respondit corde Latinus(Virgil, Aeneid XII.18)

quae quondam in bustis aut culminibus desertis

nocte sedens serum canit importunaper umbras

(Virgil, Aeneid XII.863-4)

omnia patefacta, illustrata,oppressa, vindicata (Cicero, In Catilinam I.13.32)

dividimus muros et moeniapandimus urbis (Virgil, Aeneid II.234)

domum meam relinquendam[sc.esse] putarem (Cicero, In Catilinam I.7.17)

pius Aeneas; infelix Dido (Virgil, Aeneid)

Turni de vita et sanguine certant (Virgil, Aeneid XII.765)

…per omnes te deos oro (Horace, Odes I.8.1–2)


34

Technical term

hyperbole

interjection

litotes

meiosis

metaphor

metonymy

onomatopoeia

oxymoron

personification(prosopopoeia)

polysyndeton

Explanation

deliberate exaggeration notintended to be takenliterally

a sudden phrase or wordthat interrupts thegrammatical progress of thesentence

expressing an idea throughits negative, eg ‘not bad’meaning ‘good’

deliberate understatement

an implied comparison;words or expressionsliterally belonging to onesubject, but used of anotherto create an image

a proper noun or anassociated word used for awhole concept

words whose soundimitates the sound beingdescribed

combination ofcontradictory terms in onephrase

a non-human addressed orspoken of as a person

using more conjunctionsthan necessary

Example

non modo Romae, sed nec ullo in angulo totius Italiae(Cicero, In Catilinam II.4.8)

mirabile dictu (Virgil, Aeneid I.439)

haud mollia (Virgil, Aeneid IX.804, XII.25)

nec genus indecores (Virgil, Aeneid XII.25)

Corinthum patres vestri, totiusGraeciae lumen, exstinctum essevoluerunt (Cicero, pro lege Manilia II)

implentur veteris Bacchi pinguisqueferinae (Virgil, Aeneid I.215)

sibila lambebant linguis vibrantibusora (Virgil, Aeneid II.211)

dura quies (Virgil, Aeneid X.745, XII.309)

si mecum patria…si cuncta Italia,si omnis res publica sic loquatur (Cicero, In Catilinam I.11.27)

quae…vobis exponam…ut etquanta et quam manifesta et quaratione investigata et comprehensasint vos…scire possitis (Cicero, In Catilinam III.1.3)

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Technical term

rhetorical question

simile

synecdoche

transferred epithet

tricolon

zeugma

Explanation

question asked foreffect, where no answeris expected

comparison introducedby terms such as velut,similis or qualis

the part standing for thewhole

agreement of anadjective, not with thenoun to which it reallyrefers, but with anothernoun in close proximity

a series of three similarphrases or clauses,often building up inintensity or length

the linking of two wordsor expressions with asingle word which,strictly speaking, cannotapply to both

Example

quo usque tandem abutere, Catilina,patientia nostra? (Cicero, InCatilinam I.1.1)

qualis mugitus, fugit cum sauciusaramtaurus et incertam excussit cervicesecurim (Virgil, Aeneid II.223,4)

tectum omne tenebant (Virgil, Aeneid III.757)

dum Capitolioregina dementes ruinas…parabat (Horace, Odes I.37)

cum quiescunt, probant, cumpatiuntur, decernunt, cum tacent,clamant (Cicero, In Catilinam I.8.21)

omnis hic locus acervis corporum etcivium sanguine redundavit (Cicero,In Catilinam III.10.24)


36

8.7.2 Glossary of Literary Terms

bathos

climax

connotation

convention

device

diction

didactic

epic

figurativelanguage

imagery

irony

mood

paradox

pathos

rhetoric

structure

theme

tone

anticlimax: descent from the grand to the trivial

a high point of effect led up to gradually; the culmination of a series ofideas, events or expressions

the implicit or associated meanings of a word

an accepted literary practice or tradition

a stylistic feature

the deliberate choice and arrangement of words

designed to instruct

long narrative poem in lofty style involving both mortal heroes andsupernatural forces in large-scale events, written in hexameter verse inGreek and Latin

language that departs from the literal standard meaning in order toachieve a special effect, eg metaphor, personification, simile

use of stylistic features to create a word picture

the use of words that convey a sense or attitude contrary to what isliterally expressed; a deeper awareness of the significance of words oractions, which the author shares with the audience, but which thecharacters in the narrative do not understand

an emotional atmosphere created by the author

a statement which seems contradictory but which reveals a coherenttruth

the creation of pity or sorrow in the reader

the presentation of ideas in a persuasive manner using such stylisticfeatures as anaphora, hyperbole or rhetorical question

how the text is put together – development of theme, sections, wordorder

an underlying idea, which may be sustained throughout the text

the attitude and/or the feeling the writer expresses through choice ofwords or literary devices

8.7.3 Metre

Latin was written to be read aloud. The study of metre will help students of Latinpoetry to appreciate the writer’s artistry. Students will learn to scan dactylichexameter.

The metre used by Homer and all subsequent Greek and Latin epic poets is thedactylic hexameter; it is used by Catullus for poem 64 (‘Ariadne and Theseus’), Virgilin his Aeneid and by Ovid in his Metamorphoses.

The dactylic hexameter consists of six feet. Each of the first four feet may be eithera dactyl or spondee. The fifth foot is normally a dactyl. The sixth foot is a spondee ora trochee. Since the last syllable in the line may be long (heavy) or short (light)students may adopt the convention of marking this syllable with a cross. Elisionshould also be clearly marked. A syllable should begin with a consonant wherepossible.

Within each dactylic line there is a major pause known as the main caesura. Thisusually falls inside the third or fourth foot. Students should mark the main caesura ofa line with double vertical lines.

Eg:

37


9 Course Requirements

For the Preliminary course:• 120 indicative hours are required to complete the course.

For the HSC course:• the Preliminary course is a prerequisite• 120 indicative hours are required to complete the course• texts and a number of thematic focus areas are prescribed for study.


38

10 Post-school Opportunities

The study of Latin provides students with knowledge, understanding and skills thatform a valuable foundation for a range of courses at university and other tertiaryinstitutions. The study of Latin directly links with courses in classics, ancient historyand archaeology at universities, from undergraduate studies through to post-doctoralresearch. The study of Latin vocabulary, language and literature links directly withtertiary courses in literature, linguistics, languages (English and languages otherthan English), medicine, the sciences and law. The key competencies developed inthe study of Latin provide components of competence in industry.

In addition, the study of Latin assists students to prepare for employment and for fulland active participation as citizens.

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11 Assessment and Reporting

11.1 Requirements and Advice

The information in this section of the syllabus relates to the Board of Studies’requirements for assessing and reporting achievement in the Preliminary and HSCcourses for the Higher School Certificate.

Assessment is the process of gathering information and making judgements aboutstudent achievement for a variety of purposes.

In the Preliminary and HSC courses those purposes include:• assisting student learning• evaluating and improving teaching and learning programs • providing evidence of satisfactory achievement and completion in the

Preliminary course• providing the Higher School Certificate results.

Reporting refers to the Higher School Certificate documents received by studentsthat are used by the Board to report both the internal and external measures ofachievement.

NSW Higher School Certificate results will be based on:• an assessment mark submitted by the school and produced in accordance

with the Board’s requirements for the internal assessment program• an examination mark derived from the HSC external examinations.

Results will be reported using a course report containing a performance scale withbands describing standards of achievement in the course.

The use of both internal assessment and external examinations of studentachievement allows measures and observations to be made at several points and indifferent ways throughout the HSC course. Taken together, the externalexaminations and internal assessment marks provide a valid and reliableassessment of the achievement of the knowledge, understanding and skillsdescribed for each course.

Standards Referencing and the HSC Examination

The Board of Studies will adopt a standards-referenced approach to assessing andreporting student achievement in the Higher School Certificate examination.

The standards in the HSC are:• the knowledge, skills and understanding expected to be learned by students –

the syllabus standards• the levels of achievement of the knowledge, skills and understanding – the

performance standards.


40

Both syllabus standards and performance standards are based on the aims,objectives, outcomes and content of a course. Together they specify what is to belearned and how well it is to be achieved.

Teacher understanding of standards comes from the set of aims, objectives,outcomes and content in each syllabus together with:- the performance descriptions that summarise the different levels of performance

of the course outcomes- HSC examination papers and marking guidelines- samples of students’ achievement on assessment and examination tasks.

11.2 Internal Assessment

The internal assessment mark submitted by the school will provide a summation ofeach student’s achievements measured at points throughout the course. It shouldreflect the rank order of students and relative differences between students’achievements.

Internal assessment provides a measure of a student’s achievement based on awider range of syllabus content and outcomes than may be covered by the externalexamination alone.

The assessment components, weightings and task requirements to be applied tointernal assessment are identified on page 44. They ensure a common focus forinternal assessment in the course across schools, while allowing for flexibility in thedesign of tasks. A variety of tasks should be used to give students the opportunity todemonstrate outcomes in different ways and to improve the validity and reliability ofthe assessment.

11.3 External Examination

In Latin Stage 6, the external examination consists of a written examination. Thespecifications for the examination in Latin Stage 6 begin on page 45.

The external examination provides a measure of student achievement in a range ofsyllabus outcomes that can be reliably measured in an examination setting.

The external examination and its marking and reporting will relate to syllabusstandards by:• providing clear links to syllabus outcomes• enabling students to demonstrate the levels of achievement outlined in the

course performance scale• applying marking guidelines based on established criteria.

41


11.4 Board Requirements for the Internal Assessment Mark in Board Developed Courses

For each course, the Board requires schools to submit an assessment mark foreach candidate.

The collection of information for the HSC internal assessment mark must not beginprior to the completion of the Preliminary course.

The Board requires that the assessment tasks used to determine the internalassessment mark must comply with the components, weightings and types of tasksspecified in the table on page 44.

Schools are required to develop an internal assessment program that:• specifies the various assessment tasks and the weightings allocated to each

task• provides a schedule of the tasks designed for the whole course.

The school must also develop and implement procedures to:• inform students in writing of the assessment requirements for each course

before the commencement of the HSC Course• ensure that students are given adequate written notice of the nature and timing

of assessment tasks• provide meaningful feedback on students’ performance in all assessment tasks• maintain records of marks awarded to each student for all assessment tasks• address issues relating to illness, misadventure and malpractice in assessment

tasks• address issues relating to late submission and non-completion of assessment

tasks• advise students in writing if they are not meeting the assessment requirements

in a course and indicate what is necessary to enable the students to satisfy therequirements

• inform students about their entitlements to school reviews and appeals to theBoard

• conduct school reviews of assessments when requested by students• ensure that students are aware that they can collect their Rank Order Advice at

the end of the external examinations at their school.


42

43


11.5 Assessment Components, Weightings and Tasks

Preliminary Course

The suggested components, weightings and tasks for the Preliminary course aredetailed below.

Component

Translation

(Objective 1)

Grammar

(Objectives 1 and 2)

Comment on text

(Objectives 2 and 3)

Unseen translation

(Objective 1)

Marks

Weighting

30

15

30

25

100

Suggested Tasks:

HSC examination-type tasks,

written reports, discussions,

oral presentations, written

observations, multiple-choice

tasks, debates, research

essays, comprehensions of

unseen text, reading Latin

aloud with attention to

meaning


44

HSC Course

The internal assessment mark for Latin Stage 6 is to be based on the HSC course only.

Component

Translation of extracts fromeach of the prescriptions set fortranslation.(Objective 1Outcome 1)

Identification, explanation andanalysis of grammar in extractsfrom each of the prescriptionsset for translation.(Objective 2Outcome 2.1)

Comment on Latinprescriptions, includingscansion of verse.(Objectives 2 and 3Outcomes 2.2, 2.3, 2.4, 2.5,3.1, 3.2 and 3.3)

Comment on prescribed Englishtranslation(Objective 3Outcomes 3.1, 3.2 and 3.3)

Translation of extracts fromunseen prose and unseenverse Latin text.(Objective 1Outcome 1)

Marks

Weighting

25

15

25

10

25

100

Suggested Tasks

Translation of extracts from each ofthe Latin prescriptions by writtenpractice and/or oral explanation oftranslations.

Identification, explanation andanalysis of grammar in extractstaken from the Latin prescriptionsby exercises in clause analysis,multiple-choice items, short-answerquestions.

Discussion, oral presentation, quiz,report writing, debate, research(Internet et al), exposition writing,empathy writing.

Discussion, oral presentation,report writing, debate, research(Internet et al), exposition writing,empathy writing.

Oral explanation of unseenpassages, written translation of arange of passages similar to theset author, comprehensionexercises.

It is recommended that 3–5 assessment tasks are used during the HSC course.

All syllabus outcomes should be assessed at some time during the HSC course.

One task may be used to assess several components.

11.6 HSC External Examination Specifications

The external examination consists of a 3-hour written examiantion.

Section I: Prescribed Text – Prose

Purpose

Section I is designed primarily to assess the students’ understanding and analysis ofthe prose text prescribed for study.

Students will:• translate into English – Objective 1• analyse and identify grammatical features – Objective 2• comment on aspects of the text – Objectives 2 and 3.

Specifications

There will be three questions in the section.

Question 1 (15 marks)

Students will translate into English two extracts from the lines prescribed fortranslation. The two extracts combined will be 140–160 words.


Students will answer 10 multiple-choice questions on the grammatical features ofanother extract of minimum 55 to maximum 70 words, taken from the 300 linesprescribed for grammatical analysis. These questions will use the terminology givenin this syllabus.


Students will answer several short-answer questions and one extended-responsequestion based on two or three extracts from the prescribed lines. Students willcomment on some of the following: stylistic features, cultural references, ideas,beliefs, arguments, literary qualities, structure and the specified focus areas. Themarks allocated to each question will reflect the length of response required.

Section II: Prescribed Text – Verse

Purpose

Section II is designed primarily to assess the students’ understanding andinterpretation of the verse text prescribed for study.

Students will:• translate into English – Objective 1;• analyse and identify grammatical features – Objective 2;• comment on aspects of the text – Objectives 2 and 3;• scan dactylic hexameter – Objective 2.

45


Specifications

There will be three questions in the section.


Students will translate into English two extracts from the lines prescribed fortranslation. The two extracts combined will be 18 to 22 lines.


Students will answer 10 multiple-choice questions on the grammatical features ofanother extract of minimum 10 to maximum 15 lines, taken from the 300 linesprescribed for grammatical analysis. These questions will use the terminology givenin this syllabus.


Students will answer several short-answer questions and one extended-responsequestion based on two or three extracts from the prescribed lines. Students willcomment on some of the following: stylistic features, cultural references, content,literary qualities, structure and the specified focus areas. The marks allocated toeach question will reflect the length of response required. In addition, students willscan one or two lines of dactylic hexameter, and may be asked to comment onnotable metrical effects.

Section III: Unseen Texts

Purpose

Section III is designed primarily to assess the students’ understanding of unseenextracts of original text taken from the authors of the works prescribed for study –Objective 1.

Specifications

Two passages, one verse of minimum 35 to maximum 45 words and one prose ofminimum 55 to maximum 65 words, will be given. Students will translate bothpassages into English. Each passage will have an introductory statement in English.Proper nouns will be included either in the introductory statement or in the list ofdictionary entries. Dictionary entries of all those words not listed in the Year 7–10syllabus or the list in this syllabus will be supplied in alphabetical order.


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11.7 Summary of Internal and External Assessment

Internal Assessment

Translation of prescribed

texts

Grammatical analysis

Commentary on prescribed

texts

Commentary on prescribed

texts in translation

Translation of unseen texts

Marks

Weighting

25

15

25

10

25

100

External Assessment

A written examination

consisting of:

• Prescribed prose text —

translation/grammatical

identification/commentary

• Prescribed verse text —

translation/grammatical

identification/commentary

• Unseen verse and

prose texts —

translation

Marks

Weighting

40

40

20

100


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11.8 Summary of Examination Specifications

Written Examination

Section I:Prescribed Text – Prose

Section II:Prescribed Text – Verse

Section III:Unseen Texts

Time Allocation – 3 Hours

40 marks

• translation of two extracts – Objective 1

• analysis and identification ofgrammatical features in oneextract – Objective 2

• commentary on 2–3 extracts – Objectives 2 & 3

40 marks

• translation of two extracts – Objective 1

• analysis and identification ofgrammatical features in oneextract – Objective 2

• commentary on 2–3 extracts andscansion 1–2 lines – Objectives 2 & 3

20 marks

• translation of one verse extract– Objective 1

• translation of one prose extract– Objective 1

Weighting

15

5

20

15

5

20

8

12

11.9 Reporting Student Performance Against Standards

Student performance in an HSC course will be reported against standards on acourse report. The course report includes a performance scale for the coursedescribing levels (bands) of achievement, an HSC mark located on the performancescale, an internal assessment mark and an examination mark. It will also show,graphically, the statewide distribution of examination marks of all students in thecourse.

Each band on the performance scale (except for band 1) includes descriptions thatsummarise the attainments typically demonstrated in that band.

The distribution of marks will be determined by students’ performances against thestandards and not scaled to a predetermined pattern of marks.

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Documents

Latin Continuers - ARC