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• VCLAE018

  Respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • exploring how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems and letters, for example, Cena Trimalchionis; odi et amo
  • discussing epic plots and characters, such as the Aeneid, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing literary features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, sine dubio, satis constat, ut mihi videtur
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, for example, diminutives such as puellula or homuncule
  • evaluating the effectiveness of texts, by considering the use of stylistic features, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCLAE018 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• Languages | Latin: Learning in Latin

  The place of Latin and the heritage of the ancient Roman world

  Latin developed from a local dialect of central Italy to become the official language of ancient Rome, transmitting Roman law, government, literature and social and cultural knowledge and values throughout much of Europe, North Africa...

  Overview material | Latin

• VCLAU027

  Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure

  Elaborations

  • exploring the ancient origins of modern political and legal structures and concepts, such as republic, balance of power, jurisprudence and judicial precedent, census and elections
  • investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
  • discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
  • recognising the transmission of literary genres, such as epic, satire, love poetry, epigram, ode
  • investigating famous artists’ incorporation of classical themes and subjects in postclassical sculpture, painting, music, opera, theatre
  • investigating ancient practices in medicine and science still relevant in the modern world, such as Galen’s surgical procedures and Pliny the Elder’s classification of animals and plants

  VCLAU027 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts