|Term 1||Stage 15, Book II of CLC|| |
|Stage 15, Book II of CLC.
After revisiting the language features of stages 13 and 14, pupils learn imperative clauses; how to recognize them and how they are used to describe nouns. They also learn the imperfect form of the verb “possum” and they attempt to form the imperfect of volo and nolo following the example of possum. They also make a start to stage 16 by looking at the initial sentences. The cultural background of these two stages involves the study of Roman sites and roads and could include a visit to St. Albans as an example of a Roman town. In stage 16 pupils produce a poster of a Roman Place trying to pitch it to a potential buyer. They could compare it to a Pompeian villa.
|Assessment: : Assessment on Grammar features, stages IX – XV and cultural background, stage XV.||Key Words and Terms|
|Term 2||Stage 16, Book II of the CLC|| |
|Stage 16, Book II of the CLC.
In stage 16, pupils are introduced to the pluperfect tense. What it is, how to form it and how to translate it. They should also produce a leaflet with the tenses that they have learnt so far with one example for each tense.
|Assessment: Assessment on Grammar features, stages X – XVI and cultural background, stage XVI.||Key Words and Terms|
|Term 3||Stage 17, Book II of the CLC|| |
|Stage 17, Book II of the CLC.
In stage 17, the setting changes from Roman Britain to Roman Alexandria. Students will have the opportunity to explore the history and the culture of the city, its key buildings as well as the intense racial tensions that existed.
In terms of grammar, the new language feature that is introduced is the genitive case in prepositional phrases. Students learn to translate nouns in genitive singular and plural, using either of or the apostrophe, depending on the context.
|Assessment: Assessment on Grammar features, stages X – XVII and cultural background, stage XVII.||Key Words and Terms|
|Term 4||Stage 18, Book II of the CLC|| |
|Stage18, Book II of the CLC.
In stage 18, the cultural background is divided into two sections; one on glassmaking in Alexandria, the other on life in Egypt. By exploring the texts of the Stage, students find out what happened to Clemens after refusing to pay Eutychus protection money.
In terms of grammar, students become familiar with the three genders: masculine, feminine and neuter. The new language feature that is introduced is the agreement of adjectives and relative pronouns in gender.
|Assessment: Assessment on Grammar features, stages XI – XVIII and cultural background, stage XVIII.||Key Words and Terms|
|Term 5||Stage 19, Book II of the CLC|| |
|Stage 19, Book II of the CLC.
In stage 19, new characters are introduced; Aristo, a friend of Barbillus, his wife, Galatea and his daughter, Helena. All the family together, along with Quintus, go to the spring festival in honour of Isis.
Students study the importance of Isis in Egyptian religion, her worship and her wider appeal in the Roman world.
The language content of this stage includes the nominative and accusative cases of hic and ille, the imperative singular and plural (noli, nolite) as well the translation of nouns in the vocative case.
|Assessment: Assessment on Grammar features, stages XII – XIX and cultural background, stage XIX.||Key Words and Terms|
|Term 6||Stage 20, Book II of the CLC|| |
|Stage 20, Book II of the CLC.
In stage 20, students learn about present participles in nominative and accusative cases; how to identify them in a sentence and how they are used to describe a noun. In addition, they are also introduced to the accusative, genitive and dative cases of the personal pronoun is and ea, in the singular and the plural. How to form them and how to translate them.
The cultural background section is about medicine, science, mathematics, astronomy and engineering in Alexandria, which can be compared with the pseudo-science of astrology as demonstrated in the stories.
|Assessment: End of Year assessment on Grammar features, stages XII – XX and cultural background, stages, XV – XX. ||Key Words and Terms|