Latin

Intent

At St James’ we have chosen to teach Latin because of the rich opportunities that come with learning this ancient language. Our choice for the teaching of Latin is based on these principles:

• it offers the opportunity to reinforce the teaching of English vocabulary and grammar

• the language lends itself to a systematic and effective style of teaching

• Latin is a logical step after phonics, reinforcing the notion of structure and pattern in language

• it provides a paradigm for language learning in KS3 and beyond, and enables the learning of other languages such as Spanish and French

• teaching the subject allows insights into myth and other cultural aspects that form the basis of modern Western culture

The National Curriculum for languages aims to ensure that all pupils:

• Understand and respond to spoken and written language from a variety of authentic sources.

• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.

• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

• Discover and develop an appreciation of a range of writing in the language studied.

At St James’ we deliver on the above aims through an intensive Latin programme [Maximum Classics] throughout KS2. Children receive weekly Latin lessons that include both language learning and classics (study of Ancient Rome and Greece), enabling them to make substantial progress in the language. Lessons provide a balance of spoken and written language, enabling children to understand and communicate ideas, facts and feelings in speech and writing. The focus is to provide a foundation for reading comprehension and an appreciation of classical civilisation.

We are supported for the delivery of Latin by Charlie Andrew, who developed Maximum Classics, Classics for All and Birmingham University.

KS2 Programme of Study requirements

National Curriculum guidance states that:

“Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

Pupils should be taught to:

• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
• speak in sentences, using familiar vocabulary, phrases and basic language structures*
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
• present ideas and information orally to a range of audiences*
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally* and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

The starred (*) content above will not be applicable to ancient languages.”

Implementation

The implementation of a clear and purposeful languages curriculum is at the heart of the subject’s success. As noted by Ofsted, “in order to have a positive impact on their motivation, curriculum design should ensure that pupils feel successful in their learning [and] are clear about how to make progress.” The two main courses supported by Classics for All are Minimus and Maximum Classics.

i. Curriculum overview

Maximum Classics Latin language scheme of work

Maximum Classics is a scheme and set of digital resources that teaches the Latin language in a way that enhances English literacy, both in its choice of vocabulary and grammar covered. It consists of sixteen Units, each with a particular grammar focus. It is designed to be teachable by non-specialist teachers and accessible by all abilities of student. The course was launched in 2016.

ii. Linking language and literacy at KS2

One of the main benefits of teaching Latin as a KS2 language is its useful interplay with English grammar and vocabulary. Maximum Classics’ introductory unit explores the history behind English’s links to Latin and Ancient Greek. Vocabulary used on the course is selected to facilitate the exploration of interplay between Latin and English vocabulary and every lesson incorporates games or activities drawing on this. The course also tracks KS2 elements such as word class, tense and auxiliary verbs using the same terminology used in English SPaG teaching (highlighted on the table in yellow).

 Year 3

Unit 1

The origins of language                                        

Unit 2

Present tense verbs      

Unit 3

Verbs & adverbs           

Unit 4

Subject  & object nouns

Unit 5

Simple sentences in Latin     

Unit 6

Numerals & ‘to be’       

Unit 7

Adjectives & agreement  

Unit 8

Prepositions                 

Unit 9

Past continuous tense                                      

Unit 10

Third group nouns        

Unit 11

Possessive noun endings  

Unit 12

Negatives, commands & conjunctions     

Unit 13

Simple past tense

Unit 14

Questions & answers

Unit 15

Auxiliary verbs

Unit 16

KS2-3 transfer

iii. Cross-curricular links and opportunities to explore culture

The study of Latin and the civilisation of Ancient Greece and the Roman Empire allows students to encounter much of the foundational literature, art, science and learning of much of Western culture. Each Unit features a myth or historical story. From Units 1-10 these are told in a mixture of Latin and English to promote retention and recall of vocabulary, and from Unit 11 onwards – by which point the students have the necessary language skills – the text is in entirely in Latin.

Unit 1

Story: Achilles Background: Classical culture in modern times

Unit 2

Story: Orpheus

Unit 3

Story: Midas  

Unit 4

Story: Boudica

Unit 5

Story: Town Mouse & Country Mouse

Unit 6

Story: Hercules              

Unit 7

Story: Trojan Horse

Background: Scientific classification

 Unit 8

Story: Hannibal

 Unit 9

Story: Echo & Narcissus

Unit 10

Story: Romulus & Remus

Unit 11

Story: Proserpina

Unit 12

Story: Cleopatra

Unit 13

Story: Greek theatre

Unit 14

Story: Best & worst Roman leaders              

Unit 15

Story : The Odyssey

Unit 16

Story: Hypatia, Caesar,

iv. Primary to secondary transfer & language skills co-ordination

The transfer from Primary to Secondary represents an often-missed opportunity in establishing the success of a student as a language learner. As noted in Ofsted’s 2021 paper:

“Crucially, the lack of effective transition in languages from primary to secondary school means that many pupils across England ‘start again’ in Year 7. This can have a negative impact on their motivation and perspective of the subject. Some studies show that learners find it important to feel that they are making good progress, specifically in relation to transition.”

Learning Latin as a KS2 language puts students in a strong position to start KS3 as competent and confident language learners. The Maximum Classics courses:

• introduce the notion of different linguistic methods for conveying meaning
• explore the paradigm of inflected language
• use vocabulary that is at the foundation of languages such as French, Spanish and Italian
• encourage the learning, retention and manipulation of vocabulary
• explore links and relationships between languages
• introduce grammatical concepts such as the infinitive, impersonal verbs and personal endings
• situate language learning within a distinct and different culture

All of these are skills that will stand students in good stead for whichever language they learn at secondary level (and beyond).

The final unit of Maximum Classics is also designed to cover aspects of various KS3 subjects, to help students get a ‘head start’ across the curriculum.     

Pupil assessment & progression assurance

i. KS2 attainment targets and assessment: statements of intent

According to guidance in the Ofsted Inspection Handbook (2019), teachers should:  

“…use assessment to check pupils’ understanding in order to inform teaching, and to help pupils embed and use knowledge fluently and develop their understanding, and not simply memorise disconnected facts… … assessment is too often carried out in a way that creates unnecessary burdens for staff and pupils. It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse.”

There is currently no government-issued documentation that describes specific levels of attainment at KS2 for any language, ancient or modern. The clearest available touchstones are the guidelines set out in the National Curriculum for Primary³. Therefore, the purpose of assessment should be to:

• ensure and evidence longitudinal progression against the chosen KS2 programme of study
• track progression of both cohorts and individual students
• identify lack of progression in order to trigger catch-up strategies

ii. Work evidence & pupil assessments: implementation and purpose

Progression in the learning of Latin can be evidenced in two main ways:

Collection of written work in a book

The issuing of a Latin book to each pupil gives an opportunity for students to reflect on their work and take pride in their progress. A book also allows systematic recording of vocabulary, useful not only for encouraging word retention, but also useful for looking up words that have been forgotten. Books also afford the opportunity for teacher to check quickly on the progress of work. Books accompany the children through KS2, giving continuity in learning between academic years.

Regular summative testing

Maximum Classics offers summative assessments with a pupil test at the end of each unit, testing comprehension and recall of key grammar, vocabulary and skills from the unit in question.

Summative testing allows not only for the evidencing of progression, but also for identifying when progression is not being made, either at a class or individual level. For example, a class teacher could implement a minimum score, which, if not attained, would trigger the repetition or reinforcement of learning.

Subject delivery monitoring

The school’s Latin language lead has responsibility for the implementation of the schemes, the quality of teaching, and levels of pupil progress and achievement. Monitoring the quality of delivery and outcomes can comprise lesson observation as well as oversight of planning and pupil output. 

With a bird’s-eye view across the subject, the languages lead is also well-placed to identify any CPD needs.

Staff feedback

Staff feedback can be formal or informal and can cover aspects such as:

• how long is spent on teaching languages on average per week
• which resources are most useful
• what activities/approaches work well to engage pupils in Latin
• sharing teaching experiences with other teachers
• how Latin is having a cross-curricular impact
• engagement with cultural learning as well as language 
• any further resources or training that would be useful

Pupil feedback

Pupil voice, either through written feedback or interview, can also provide useful feedback on Latin language teaching. Useful questions could include:

• What do you enjoy most about learning Latin?
• What type of activities help you learn best?
• How do you think Latin helps you learn in other subject areas?
• What do you think you need to learn next?

Inclusion 

The Schools Inspection Handbook (2019) requires that for a grading of Outstanding:

“Pupils consistently achieve highly, particularly the most disadvantaged. Pupils with SEND achieve exceptionally well.”

Historically, Latin has been saddled with the negative perceptions, that it is for higher-ability pupils, or privileged students only. The approach taken by Maximum Classics aims to be inclusive of all students. 

SEN students

Just as in all other areas of the curriculum, for the delivery of Latin, teachers need to anticipate barriers to participation for pupils with particular SEN. Planning will minimise those barriers so that all pupils can fully take part and learn. When assessing pupils with SEN, again, planning is crucial and an altered or alternative method of assessment may be appropriate.

EAL students

Although sometimes less fluent in English, EAL students can often prove very able students of Latin, especially if their first language is a Romance one. The systematic teaching of Latin grammar and its focus on links to English vocabulary provide a clear framework for EAL students not only to learn Latin but also to enrich their understanding of the English language.

More able students

Teaching Latin as a KS2 language lends itself to the stretching of more able students. Although Maximum Classics focuses on the translation of Latin into English, there are ample opportunities to extend the learning of more able students by challenging them to synthesise Latin sentences. In addition, worksheets for both courses often feature extension activities. Maximum Classics trainers address issues of differentiation throughout the CPD delivered to schools.

Ofsted deep-dives

As cited in the Ofsted Inspection Handbook (2019), for an Outstanding judgement in teaching:

“…the school’s curriculum intent and implementation are embedded securely and consistently across the school. It is evident from what teachers do that they have a firm and common understanding of the school’s curriculum intent and what it means for their practice. Across all parts of the school, series of lessons contribute well to delivering the curriculum intent. The work given to pupils, over time and across the school, consistently matches the aims of the curriculum. It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Pupils’ work across the curriculum is consistently of a high quality.”

 Progress is defined in the Ofsted Inspection Handbook (2019) as, “…the progress that pupils are making in terms of knowing more, remembering more and being able to do more.” Evidence for assessing KS2 language provision will come from a variety of sources”

“Evidence of impact should be drawn together from a combination of inspection activities. None of these on their own is sufficient to make an assessment of the impact.”

The handbook also notes that:

“…inspectors will not look at non-statutory internal progress… That does not mean that schools cannot use data if they consider it appropriate. Inspectors will, however, put more focus on the curriculum and less on schools’ generation, analysis and interpretation of data.”

7. Professional development and support

“Teachers have expert knowledge of the subjects that they teach. If they do not, they are supported to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching… Some teachers will feel more confident than others in teaching languages. It is important that all training needs are catered for, from the beginner to the confident… from the experienced teacher to the newly qualified.”

(OFSTED Handbook (2019)

As a Classics For All grantee, a school will receive a package of both training and support. Although training will be scheduled, support can be provided at any point to address questions of existing or future provision of Latin and classics teaching. Training is co-ordinated centrally by head office, but ongoing support is provided by a school’s local CfA co-ordinator. Details of CfA’s local networks can be found at https://classicsforall.org.uk/what-we-do/our-networks.

There are increasingly more primary schools around the country teaching Latin at KS2 and networking with other schools can provide valuable opportunities to share learning. Classics For All’s regional hubs organise regular online and face-to-face teach-meets and all grant recipients are automatically included in invitations to local network events. CfA regional hubs also publish regular newsletters to keep schools up to date with news, events, CPD and various other opportunities for teachers and students.

Useful links

National Curriculum for Primary in England: https://www.gov.uk/government/publications/nationalcurriculum-in-england-primary-curriculum

Schools Inspections Handbook (2019):  https://www.gov.uk/government/publications/schoolinspection-handbook-eif

Languages in outstanding primary schools (4 May 2021):

https://educationinspection.blog.gov.uk/2021/05/04/languages-in-outstanding-primary-schools/

Including pupils with SEN and/or disabilities in primary modern foreign languages (Training & Development Agency for Schools, 2009):

https://dera.ioe.ac.uk/13800/1/modernforeignlanguagesmfl.pdf

Classics For All: https://classicsforall.org.uk

Maximum Classics: https://maximumclassics.com/