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© 2001 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of NewSouth Wales.
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Published by Board of Studies NSWGPO Box 5300Sydney 2001Australia
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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.
5
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.
Latin Continuers Level Stage 6 Syllabus
6
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.
7
Latin Continuers Level Stage 6 Syllabus
3 Continuum of Learning for Latin Stage 6 Students
Latin Continuers Level Stage 6 Syllabus
8
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.
9
Latin Continuers Level Stage 6 Syllabus
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.
Latin Continuers Level Stage 6 Syllabus
10
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.
11
Latin Continuers Level Stage 6 Syllabus
Latin Continuers Level Stage 6 Syllabus
12
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.
13
Latin Continuers Level Stage 6 Syllabus
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.
Latin Continuers Level Stage 6 Syllabus
14
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.
15
Latin Continuers Level Stage 6 Syllabus
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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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Latin Continuers Level Stage 6 Syllabus
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)
Latin Continuers Level Stage 6 Syllabus
24
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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Latin Continuers Level Stage 6 Syllabus
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)
Latin Continuers Level Stage 6 Syllabus
26
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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Latin Continuers Level Stage 6 Syllabus
Grammatical Features (cont)
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
28
Grammatical Features (cont)
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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Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
30
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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Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
32
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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Latin Continuers Level Stage 6 Syllabus
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)
Latin Continuers Level Stage 6 Syllabus
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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Latin Continuers Level Stage 6 Syllabus
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)
Latin Continuers Level Stage 6 Syllabus
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:
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Latin Continuers Level Stage 6 Syllabus
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.
Latin Continuers Level Stage 6 Syllabus
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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Latin Continuers Level Stage 6 Syllabus
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.
Latin Continuers Level Stage 6 Syllabus
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.
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Latin Continuers Level Stage 6 Syllabus
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.
Latin Continuers Level Stage 6 Syllabus
42
43
Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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.
Question 2 (5 marks)
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.
Question 3 (20 marks)
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.
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Latin Continuers Level Stage 6 Syllabus
Specifications
There will be three questions in the section.
Question 4 (15 marks)
Students will translate into English two extracts from the lines prescribed fortranslation. The two extracts combined will be 18 to 22 lines.
Question 5 (5 marks)
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.
Question 6 (20 marks)
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.
Latin Continuers Level Stage 6 Syllabus
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Latin Continuers Level Stage 6 Syllabus
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
Latin Continuers Level Stage 6 Syllabus
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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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Latin Continuers Level Stage 6 Syllabus
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