DOCSLIB.ORG

Year 7 Curriculum Map 2019-20

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Year 7 Curriculum Map 2019-20 Curriculum Map 2019-20 Year 7 Year 7 Christmas Easter Summer English Study of class Developing Investigating genre: Study of class Exam preparation Presentations: A novel; poetry and responses to A focus on creative novel; poetry and Revision focus on prose poetry; poetry and writing; poetry and prose developing verbal comprehension; prose prose comprehension; communication. Creative writing comprehension; comprehension; Creative writing (Narrative and Creative writing (developing style Descriptive) (discursive and and structure) persuasive); exam preparation 7S will follow the general pattern but will be stretched by more searching work, extra texts and the addition of specific General Paper material. Maths Number work, algebra and “wordy” problems will be practised throughout the year. Primes – Venn diagrams, HCF / LCM Ratio - using unitary method, Bearings Fractions – addition, subtraction, proportional reasoning, More algebra with equations and multiplication and division speed/distance/time sequences Algebra – substitution, simplification, Rounding to decimal places and Transformations – Translations, brackets and equations, rules of algebra significant figures, powers of 10 and Enlargement and Reflection powers standard form Straight line graphs y=x, plotting y = mx Averages – wordy questions with one + c Percentages value changing and combining averages Converting between km/h and m/s Area, perimeter - including Averages from frequency tables parallelogram, trapezium and triangles SPRING EXAM WEEK Circles and volume Angles in polygons French Prepare Y7 trip to Burgundy: School life + daily routine: to be tested House & Household Tasks: to be A Region is studied & tested this term + this term: opinions & preferences of tested this term: description of house, also includes: description of an area subjects, description of the school garden & area, description of favourite including towns & villages, regional builidings & uniform, daily routine, clubs, room, activities at home including specialities to eat & drink & activities school rules chores. My ideal home Grammar: Grammar: present & past of ER, IR & RE Grammmar: passé compose with avoir & être & some verbs, modal verbs: il faut + dire, lire, Past tense including some imperfects, reflexive verbs, asking questions, écrire, prendre/apprendre/comprendre, prepositions, opinions, adverbs of time, introduction to imperfect tense + vouloir, reflexive verbs for daily routine, future & conditional, direct object opinions & preferences, money & adverbs of time, negatives pronouns quantities Vocabulary: not less than10 words per week or a verb/verbs to learn Scholarship Set: As above but greater grammatical detail is covered (the imperfect, future tenses & conditional) also a broader range of vocabulary Vocabulary: c 20+ words of vocabulary or verbs to learn to be tested each week Exam practice takes place in each term including a French oral exam. The exam style moves increasingly towards scholarship type questions. A CE paper is taken in February and a CASE paper in June. Latin Cambridge Latin Course, Stages 6-12 Cambridge Latin Course, Stages 13-16 Cambridge Latin Course, Stages 17-20 7W & 7H Slaves & freedmen; Roman beliefs about Farms in Roman Britain; the Romans Alexandria; glassmaking in Alexandria; life after death; gladiatorial shows; conquest of Britain; Cogidubnus, king of Egypt; the worship of Isis; medicine & Roman baths; schools; local government the Regnenses; Vespasian & the science & elections; destruction and excavation Durotriges; the palace at Fishbourne; of Pompeii; Latin Practice Exercises Level 2 by R.C. Latin Practice Exercises Level 2 by R.C. Latin Practice Exercises Level 2 by R.C. Bass: chapters 1-7 Bass: chapters 8-12 Bass: chapters 13-18 7M Cambridge Latin Course, Stages 1-5 Cambridge Latin Course, Stages 6-9 Cambridge Latin Course, Stages 10-12 Roman house; daily life & food; Roman Slaves & freedmen; Roman beliefs about schools; local government & elections; town; forum; theatre; slaves & freedmen life after death; gladiatorial shows; destruction and excavation of Pompeii; Roman baths History The Napoleonic Wars & Slavery 19th Century Social Reforms The Agricultural Revolution The French Revolution and the Prisons Migration and changes in urban/rural Napoleonic Wars including a study of Pitt The Poor Law (1834) living the Younger, Nelson and Wellington Factory reforms Technology The transatlantic slave trade (source Impact on working and living conditions focus) Revision/Exams Geography Rivers, Coasts & Flooding: Industry: Weather and Climate (continues in Year Processes of weathering, erosion, Sectors of economic activity 8 with Microclimate project) transportation and deposition Case study: Rolls-Royce / Fiat Difference between weather & climate Coasts: Headland & Spits Reasons for their location, the benefits Types of Rainfall Rivers: Waterfalls & meanders and problems they bring The Watercycle Flooding: Causes, Effects & Responses Reasons for UK variations in Rainfall & Temperature RS “Being A Global Citizen” “Peace, Conflict and Forgiveness” “Wealth” The Creation stories The Battle Of Jericho Is wealth a good thing? Discovering paradise David and Goliath Philanthropy “What is perfection?” The Story of St Patrick Story of the Rich Young Man Darwinism and the Big Bang The Easter Rising Story of the Prodigal Son Stewardship “Is was ever justifiable?” An introduction to Judaism “Does religion cause conflict? Protestant and Catholic doctrines “Different but the same?” A Mindful Peace Art Pallet Art – wooden picture in frame Karla Gerard inspired umbrella paintings Shells – observational drawings (large) Seasonal vegetable – soft pastels Two and three-point perspective Shells – Modroc Hats for Christmas feast Street Art/Street Printing DT Textiles: Design and make silk cushions. Design carrier bag. Presentation of designs (if Missed in Y6), tee-shirt designs Food Technology: Healthier lunches for children Ceramics: Moneyboxes - Owls and other creatures - Designing, hand-building joining and glazing. Design ICT: Stop Frame Animation ICT Introduction to Python Digital Citizenship Web Design Girls’ Hockey, Netball Netball, Hockey Athletics, Rounders, Cricket and Tennis Sport Squash, Swimming, Cross Country, Badminton, Dance, Fitness Test, Hockey Swimming Boys’ Football, Rugby Rugby, Hockey Athletics, Cricket and Tennis Sport Squash, Swimming, Cross Country, Badminton, Dance, Fitness Test, Hockey Swimming Drama Titanic – Exploration to the Abyss Year 7 Production Murder Mystery Festival Dramatic Techniques for the Stage Music What is music? Music criticism: Appraising performances Impressionism in music The Romantic Period – the expression of The role of the performer Pentatonic, whole-tone and chromatic emotion Performance etiquette and stage scales Set works: Bethoven Symphony no 5 presence Composition in impressionist style and Tchaikovsky Symphony no 6. Class ensembles TV jingles: GarageBand composition Singing (patrol songs) Science PHYSICS CHEMISTRY BIOLOGY The turning effect of forces Heating substances (thermal Photosynthesis The law of the lever decomposition, oxidation) Leaf adaptations Elasticity (Hooke’s Law) Combustion (hydrocarbons) Roots and minerals Light (Refraction and dispersion) Air Pollution (greenhouse effect and Carbon cycle Electricity (circuits) global warming) Digestive system Generating electricity Fractional distillation Respiratory system Forces and pressure The chemistry of limestone Health: smoking, drugs, alcohol The Earth and beyond Reactions of metals with water Circulatory system and exercise Energy resources Reactions of metals with acids Reproductive system Energy transfers and forms of energy Displacement reactions Fieldwork Transfer of heat Reduction, oxidation The reactivity series Extracting metals from ores Revision of acids, alkalis and neutralisation Salt formation Sublimation .
Load more

Recommended publications
  • Cambridge Latin Course Unit 4 University of Cambridge School Classics Project Frontmatter More Information
    Cambridge University Press 978-1-107-66082-3 – North American Cambridge Latin Course Unit 4 University of Cambridge School Classics Project Frontmatter More information Cambridge Latin Course Unit 4 Teacher's Manual FIFTH EDITION © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-66082-3 – North American Cambridge Latin Course Unit 4 University of Cambridge School Classics Project Frontmatter More information 32 Avenue of the Americas, New York, NY10013-2473, USA Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: education.cambridge.org The Cambridge Latin Course is an outcome of work jointly commissioned by the Cambridge School Classics Project and the Schools Council © Schools Council 1970, 1982 (succeeded by the School Curriculum Development Committee © SCDC Publications 1988). © University of Cambridge School Classics Project 2001, 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1970 Second edition 1982 Third edition 1988 Fourth edition 2001 Fifth edition 2015 Printed in the United States of America Library of Congress Cataloging in Publication Data Data available isbn 978-1-107-66082-3 Cover image, © The Trustees of The British Museum; background andras_csontos / © Shutterstock Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
    [Show full text]
  • 5E S-13 Samples
    NACCP 5e Teaching Materials NACCP offers supplementary teacher-made materials to support classroom teachers who use The Cambridge Latin Course (CLC). Our materials correspond to the Stages in CLC Units 1-4. All materials are available on our website: www.cambridgelatin.org For over 30 years, NACCP has offered materials to support the CLC 4th Edition. Items that reflect vocabulary and storyline changes in the CLC 5th Edition are being added when they become available. Similar to our original materials, these items are organized by 5th Edition Topic area: Culture, Reading, Vocabulary, and Student Self Assessments. On the following pages, we have assembled a cross-section of our 5e Teaching Materials to show representative content and format from each topic area for Stage 13. It provides an opportunity for you to “try before you buy” and determine if our materials will be of value to you in your classroom. The 5th Edition examples that follow include: § Culture – Anticipation Guide § Contextual Vocabulary Quiz § English Comprehension Questions § Latin Comprehension Questions § Student Self Assessments www.cambridgelatin.org Samples – Not Intended for Sale Stage 13 Cultural Anticipation Guide Nomen______________________ I. Directions: Read the following statements carefully and decide whether you agree, disagree, or don't know. • If you agree with the statement, check the column marked C for consentio (I agree) • If you disagree, check D for dissentio (I disagree) • If you do not know, check N for nescio (I do not know). Before reading... After reading... C D N Statement V F Why? Gaius Salvius Liberalis was born in Pompeii and came to Britain after the eruption of Mount Vesuvius.
    [Show full text]
  • Trumbull, Connecticut LATIN IV Grade 12 World Languages Department 2016
    TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut LATIN IV Grade 12 World Languages Department 2016 (Last revision date: 2012) Curriculum Writing Team Susanna Lavorgna-Lye Department Chair Ben Brust Latin Teacher Maria Kopstein Latin Teacher Jonathan S. Budd, Ph.D., Director of Curriculum, Instruction, & Assessments Latin IV Property of Trumbull Public Schools Latin IV Grade 12 Table of Contents Core Values & Beliefs ............................................................................................... 2 Introduction & Philosophy ......................................................................................... 2 Course Goals .............................................................................................................. 3 Course Enduring Understandings .............................................................................. 8 Course Essential Questions ........................................................................................ 8 Course Knowledge & Skills ....................................................................................... 8 Course Syllabus ......................................................................................................... 10 Unit 1: Imperium et Imperialismus ............................................................................ 13 Unit 2: Religio et Diversiones .................................................................................... 16 Unit 3: Servitudo et Libertas .....................................................................................
    [Show full text]
  • Quintus in Britannia: Visiting Roman Britain with the Cambridge Latin Course
    The Journal of Classics Teaching (2020), 21, 90–96 doi:10.1017/S2058631020000094 Forum Quintus in Britannia: visiting Roman Britain with the Cambridge Latin Course James Watson Abstract This article records its author’s travels to sites in Britain that either provide settings for or are relevant to the stories of the Cambridge Latin Course. A version of this article was delivered as an oral presentation, entitled ‘In the footsteps of Quintus Caecilius: visiting Roman Britain with the Cambridge Latin Course’, at the American Classical League Centennial Institute in New York in June 2019. The article provides an overview of the sites, attempts to situate them in the geography and history of Roman Britain, and considers how such knowledge might be of benefit to teachers and learners. Key words: Roman Britain, Cambridge Latin Course, archaeology, museums, teaching The character of Quintus (Quintus Caecilius Iucundus), a fiction- benefit to those who teach that course, as well as others with an alised version of an individual known to have lived in Pompeii interest in Roman Britain. (from an electoral notice painted onto the wall of the House of Cae- Before describing my travels and what I learned from them, I cilius Iucundus: CIL, IV, 3433), is introduced as early as the third should present a disclaimer. The visits which I will discuss in this model sentence of Stage 1 of the Cambridge Latin Course, produced article were made between April and June 2019; anyone seeking to by the Cambridge School Classics Project (CSCP, 1998, p. 3). As is make a similar ‘Quintus tour’ of Britain should check current site likely to have been the case for the ‘real’ Quintus (see Andreau, opening times and ensure that they have planned their journeys 1974, p.
    [Show full text]
  • Book V Stage 37
    Cambridge Latin Course Book V Stage 37 Teacher’s Guide FOURTH EDITION The information contained within this guide comprises advice and guidance for teachers on the use of the Cambridge Latin Course. It does not represent a definitive or ‘correct’ way of teaching the course, and all teachers should feel confident in adapting their practice to their own classrooms and contexts. © University of Cambridge School Classics Project Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ This book, an outcome of work jointly commissioned by the Schools Council before its closure and the Cambridge School Classics Project and is published with the kind permission of the Department for Education. © University of Cambridge School Classics Project In the case of this publication the CSCP is waiving normal copyright provisions in that copies of this material may be made free of charge and without specific permission so long as they are for educational and not commercial use. Any material that is used should be attributed to the CSCP clearly and prominently. First published 1973 Second edition 1986 Third edition 2005 This edition 2020 Produced for digital publication via www.cambridgescp.com The CSCP has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the
    [Show full text]
  • STAGE 36: Recitātiō
    Cambridge University Press 978-1-107-66082-3 – North American Cambridge Latin Course Unit 4 University of Cambridge School Classics Project Excerpt More information STAGE 36: recitātiō Cultural context Sentence patterns Recitations. increased complexity of elements governed by an omitted verb Story line e.g. ego hūc invītātus sum ut recitem, tū ut audiās. Martial reads his epigrams aloud; some poetry word order: separation of noun and are extemporaneous about people in the adjective audience. Glabrio walks out following e.g. cūr nōn mitto meōs tibi, Pontiliāne, libellōs? Martial’s flattery of the emperor. (Martial) Main language features poetry word order: n + adj phrase inside another • present subjunctive e.g. aethera contingit nova nostrī prīncipis aula. e.g. hem! audītōrēs nōbīs imperant ut (Martial) taceāmus. Word patterns • word order in poetry (see below for Combinations. examples) Focus of exercises 1 Imperfect of deponent verbs. 2 Changing singular noun phrases to plural. 3 Perfect active and passive. Opening page (p. 15) Illustration. Young man with a scroll, a detail from a Roman Egyptian shroud AD 125– 150, tempera on linen, from Saqqara (Pushkin Museum of Fine Art, Moscow). Marcus Valerius Mārtiālis I (pp. 16–17) Story. At a recitātiō (public reading) Martial reads epigrams about Sabidius, and about Thais’ and Laecania’s teeth. Pontilianus steals his thunder by anticipating the punchline of the second epigram and Martial angrily improvises a lampoon about him. New language feature. The present subjunctive occurs for the first time, restricted to purpose clauses and indirect questions. Indirect questions were introduced in Stage 25 and purpose clauses in Stage 26.
    [Show full text]
  • Fall 2001 No. 22
    NEWSLETTER No. 22, Autumn, 2001 In the Footsteps of Caecilius - 2002! David Cullen, Chair of our Teacher Tour Committee, issues an inviting invitation "Visit Pompeii and walk in the Italy and/or Greece on tours In Rome the hotel is conveniently steps of Caecilius to the forum... planned by her company. located on the subway line. The Imagine being greeted by Metella The tour has been divided into major focus of the program will be in the atrium of Caecilius' two parts: the first in Sorrento for on Domitian's Rome with visits to house...Enjoy the coolness of the nine days and the second in Rome the Colosseum, the Forum frigidarium in the Forum Baths... for seven days. In Sorrento the Romanum, the Palatine Hill, and Climb to the top of Mount group will stay at a deluxe hotel the Arch of Titus. Other aspects of Vesuvius...Admire the Arch of Titus overlooking the Bay of Naples with the tour will look at Rome and its in Rome, built by Haterius... Ex- Mount Vesuvius in the distance. environs in a much wider context: plore the ruins of the palace of classical Rome, mediaeval Domitian on the Palatine Rome, Renaissance Rome, Hill..." Baroque Rome and modern Next summer, from July 9th Rome. Among the sites to be to July 26th, a group of Cam- visited are the Circus bridge Latin teachers will have Maximus, the Tiber area, the the opportunity to visit many Capitoline Hill and its muse- sites in Pompeii, in Rome, and ums, Nero's Domus Aurea, the in the areas near these two cit- Piazza Navona, the Pantheon, ies - sites which are significant St.
    [Show full text]
  • THE CLASSICAL ASSOCIATION of NEW ENGLAND One Hundred-Tenth Annual Bulletin 2015
    THE CLASSICAL ASSOCIATION OF NEW ENGLAND One Hundred-Tenth Annual Bulletin 2015 2015-2016 OFFICERS AND COMMITTEES CANE Executive Committee President: Sean Smith, 14 Allen Street, Amherst, MA 413-549-1261; [email protected] Immediate Past President: Elizabeth Keitel, Department of Classics, 524 Herter Hall, University of Massachusetts, Amherst, MA 01003, 413- 772-0795 [email protected] President Elect : Anne Mahoney, 6 Hathon Square, Charlestown, MA 02129, [email protected] Executive Secretary: Rosemary Zurawel, 16 Northam Drive Dover, NH 03820 (H) 603-749-9213 [email protected] Treasurer: Ruth Breindel, 617 Hope Street, Providence, RI 02906 (H) 401-521-3204 (W) 401-831-7350 [email protected] Curator of the Funds: Donna Lyons, 36 Cooper Hill Rd., Granby, CT 06035 (H) 860-658-1676 [email protected] Editor, New England Classical Journal: Deborah Rae Davies, 123 Argilla Road, Andover, MA 01810, 978-749-9446 [email protected] Coordinator of Educational Programs: Dr. Edward Zarrow, World Languages Department, Westwood High School, Westwood, MA 02090; 781-326-7500 x3372; [email protected]. Editor, CANE Instructional Materials (CANE Press) : Lydia Haile Fassett, 9 Morgan St. #3 South Hadley, MA 01075, [email protected] Classics-in-Curricula Coordinator: Scott Smith, University of New Hampshire, Department of Classics, Humanities and Italian Studies, 301 Murkland Hall, Durham, NH 03824 603.862.2388 ; [email protected] Director, 2015 CANE Summer Institute: Emil Peñarubia Boston College High School, 150 Morrissey
    [Show full text]
  • Upper School Curriculum Grades 9-12
    Saint Thomas’ Episcopal School Upper School Curriculum Grades 9-12 STE offers our high school students a challenging liberal arts curriculum that embraces a detailed treatment of mathematics, languages, history, science, and religion. In addition, students have many opportunities to participate in activities outside their regular academic courses. Upon graduation, our students have a firm foundation on which to build future success in college and in life. English English 9 Students study world myth and epic literature, including Greek and Roman mythology, Homer’s Iliad and Odyssey, Shakespeare’s Julius Caesar, The Aeneid, Beowulf, various Arthurian texts, and selections from Dante’s Divine Comedy. Study of these works enhances the understanding of later works that allude to these common origins. Ninth graders also write a 2,500 word research paper (a grade for both English and biology). They learn MLA style and format for parenthetical citations and become familiar with the Internet and other sources. Grammar and vocabulary enrichment continue. Prerequisite: None. Literature Mythology, Bulfinch The Odyssey, Homer Julius Caesar, Shakespeare Le Morte D’Arthur, Malory Beowulf Sir Gawain and the Green Knight Selections from Divine Comedy English 10 Students study significant works by American authors to gain understanding and insight into the American voice and identity. They learn higher level thinking skills as well as continue to develop research skills. Students improve communication skills through weekly vocabulary lessons, grammar exercises,
    [Show full text]
  • Enlish; Latin
    DOCUMENT RESUME ED 349 849 FL 020 686 TITLE Latin I Resource Guide. Latin I Course Number: 61.041. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 92 NOTE 85p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) LANGUAGE Enlish; Latin EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Ancient History; Class Activities; Classroom Techniques; Course Content; Curriculum Design; Educational Philosophy; Elementary Secondary Education; *Instructional Design; Introductory Courses; Language Skills; *Latin; Public Schools; Second Language Instruction; *Second Language Learning; State Curriculum Guides; State Standards; Student Centered Curriculum; Student Evaluation; Units of Study IDENTIFIERS *Georgia ABSTRACT The guide contains classroom activities and instructional techniques to be used in implementing the first-year core Latin language curriculum for Georgia's public schools. Activities are correlated with goals and objectives specified in the state curriculum. Each provides information and directions for teachers and/or students and includes suggestions for evaluation. Introductory sections discuss the philosophy of foreign language education, the planning process for learner-centered foreign language instruction, and suggestions for promoting students' cognitive awareness in the classroom. A series of classroom activity units follows. Each unit contains a brief text on the topic, ideas for class activities, a list of resources, and a brief bibliography. Topics, all related to Roman civilization, include architecture, entertainment, clothing, family, the Roman Forum, Roman history, housing, and religion. A bibliography of print, nonprint, and computer resources for instruction is included. (MSE) *********************************************************************** AeproaucLIons supplieo by nuna are the best that can be made 7C from the original document. *********************************************************************** 11.10:1 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U.S.
    [Show full text]
  • Oxford Cambridge and RSA Examinations
    Oxford Cambridge and RSA Examinations GCSE LATIN (1942) SOURCE MATERIAL: ROMAN LIFE TOPICS 6 6 Topic 6 – Roman Britain 6.1 A description of Britain at the time of Augustus. Most of the island is low-lying and wooded, but many parts are hilly. Britain produces corn, cattle, gold, silver and iron. These are exported together with hides, slaves and hunting dogs. (Strabo: Geography 4.5.2) 6.2 Julius Caesar was the first Roman to bring an expedition to Britain. He recorded what he saw. They (the Britons) use either bronze or gold coins, or iron bars of a fixed weight in place of coins. Tin is found in the inland regions, iron in the maritime regions… they use imported bronze. (Caesar: Gallic Wars V.12) 6.3 Map of Britain in the first century A.D. showing areas where the Romans mined for different metals. Candidates should consult a map of Britain in the 1st century AD, similar to that printed in Cambridge Latin Course: Book 2 (Integrated Edition), Stage 14, p. 37 or Book 2 (4th Edition), Stage 14, p. 40. 2 Source Material © OCR 2004 Amended page March 2007 GCSE Latin Oxford Cambridge and RSA Examinations 6.4 A lead miner, possibly Roman, holding a pick and bucket to transport ore. © R. Dalladay 6.5 A gold aureus, minted to celebrate the dedication of Claudius’ triumphal arch, showing the arch with Claudius on horseback, two trophies and the inscription DE BRITANN[IS]. Candidates should consult a picture of a gold coin of Claudius similar to that printed in Cambridge Latin Course: Book 2, Stage 14, pp.
    [Show full text]
  • Scope & Sequence
    Cambridge Latin Course The North American Fourth Edition Scope & Sequence CONTENTS Unit 1 Hardback: 0-521-78228-7 Paperback: 0-521-00434-9 Grammar and Sequence Patterns Narrative Scope and Sequence Unit 2 Hardback: 0-521-78229-5 Paperback: 0-521-00430-6 Grammar and Sequence Patterns Narrative Scope and Sequence Unit 3 Hardback: 0-521-78230-9 Paperback: 0-521-89470-0 Grammar and Sequence Patterns Narrative Scope and Sequence Unit 4 Hardback: 0-521-78231-7 Paperback: 0-521-53414-3 Grammar and Sequence Patterns Narrative Scope and Sequence Introduction The Cambridge Latin Course was first developed in the 1960s in Britain. The decision to adopt a reading approach was based on new theories of language learning and in response to a changing educational climate. The decision to set the Course in the early Empire was based on the belief that its social and political structure was not only more colorful and widespread than that of the Republic but also easier for students to understand and richer in source materials for teachers. The Course has two major objectives: 1 To teach comprehension of the Latin language through practice in reading it; 2 To develop, through these readings, the students’ understanding of the social and political history of the Romans. The Course does not present the Latin language as an abstract linguistic system or merely as an exercise for developing mental discipline. Instead, it presents the language as the medium of the great culture and literature that molded it. The accompanying Scope and Sequence summarizes not only the grammatical development of the Course but also the narrative and cultural context.
    [Show full text]