- Do not be influenced by your friends’ choices – they may enjoy a particular language, but if you do not, you will soon lose interest.
- Do not choose or discard a language based on your assumptions about which teacher will be taking your group. Timetabling is complex and things may not work out in the way you assume.
- Do take into account which language you feel stronger at or most ‘at ease’ with. The length of time you have studied a language is a good measure of your level of experience. Your second foreign language may feel easier at the moment, but it is only because you have not reached the same level of complexity as you may have in your first language. The IGCSE/GCSE courses require a similar level of competence in all languages, so the present pace of learning may change as the course progresses.
- External motivation may be a significant factor when choosing a language (such as having a holiday home in Spain or a family business in Switzerland), but if not supported by internal motivation – i.e. your own desire to learn that language – it will not be enough to keep you on track in the longer term.
- Do not let yourself be influenced by your friends’ choice – they may enjoy studying a particular language, but if you do not, you will soon lose interest.
- Do not choose/discard a language because of your assumption as to which teacher will be taking your group. Timetabling is a very complex procedure and things may not work out in the way you assume.
- Do take into account which language you feel stronger at or most ‘at ease’ with. The length of time you have studied a language is a good measure of your level of experience. Your second foreign language may feel easier at the moment, but it is only because you have not reached the same level of complexity as you may have in your first language,. The IGCSE courses require a similar level of competence in all languages, so the present pace of learning may change as the course progresses.
- Motivation is, ultimately, the best way of predicting success.
- Able linguists do not have the restrictions of those who find language learning challenging and should definitely consider doing more than one language.
GCSE Latin at St Edmund’s College follows the Eduqas syllabus which provides a foundation in linguistic and cultural competence.
This course develops knowledge and understanding of the Roman world through reading and responding to its language and literature. The syllabus offers an attractive combination of language, literature and civilisation components.
| Head of Department | Mrs E Gambino |
| Syllabus | EDUQAS/WJEC GCSE (9-1) |
Which language(s) to study?
The most important factor should be your level of enjoyment – choose the language you have enjoyed most in Bounds (Years 7 – 9).
Things to consider...
Course structure
Assessment is by examination at the end of the course.
Component 1: Latin Language (50%)
Students will develop fluency in translation and comprehension through reading passages of Latin on mythological and historical themes.
They will build on their knowledge of vocabulary and grammar and will also have an opportunity to try their hand at translating from English to Latin.
Component 2: Literature and Sources (30%)
A chance to explore a range of historical sources, mostly in the original Latin, on a theme such as ‘Love and Marriage’, ‘Growing up in Ancient Rome’ or ‘Readers and Writers’.
Students will develop skills in reading original texts and analysing sources.
Component 3 (20%)
Either
3a Latin Literature: Narratives
Students read an extract from one of the great works of Latin Literature, such as Virgil’s epic poem, the Aeneid or Ovid’s Metamorphoses.
Or
3b Roman Civilisation
Students will investigate Roman historical sources on a topic such as ‘Roman Britain’, ‘Daily Life in Ancient Rome’ or ‘Leisure and Entertainment’.
Think beyond IGCSEs. Universities and employers value the breadth of transferrable skills developed by those who study languages.