GRADES 11-12 in a five-year cycle
GRADE 11, second semester PLUS GRADE 12, in a three-year cycle

Language Study in Advanced Latin

Learners must acquire mastery of the following while doing language study in Advanced Latin during Grade 11 (a full year in a five-year cycle, the second semester of Grade 11 in a three-year cycle)

Vocabulary and Idiom in Advanced Latin

The learning during the Grade 11 phases of another 300-350 words from the core vocabulary list (recommended word list: Lexis Latina, Academica Press 1985), with the aim of achieving an active mastery of these words as an aid to the fluent reading of Latin passages from Classical authors.

Active mastery will be expected by the end of Advanced Latin of the core vocabulary of 1 500 words as set out in Lexis Latina, (and which will by now have been rewritten in the learner's own vocabulary list), in respect of the following:

the principal parts and basic meaning of verbs;
nominative and genitive singular, gender and basic meaning of nouns and pronouns;
masculine, feminine and neuter forms and basic meaning of adjectives;
conjunctions, prepositions, adverbs and numerals.

An extended passive vocabulary, in addition to the core vocabulary, built up by learners in the course of their reading passages from Classical authors in Advanced Latin. In respect of these additional words, learners should be able to identify a particular form and be able to relate it to its structural context within the sentence; they should NOT be required to produce full lexical details.

Learners in Advanced Latin should gradually build up a lexis of phrases typical of a particular author or authors, together with suitable ways of translating such (e.g. quae cum ita sunt; his dictis; quaeso, iudices; quid dicam ?; magno murmure venti). These should be written up in the learner's own list of fixed expressions and idioms, with, where applicable, cross-referencing to their context in the reading matter.

Morphology and syntax in Advanced Latin

Preamble

All the following stipulations regarding morphology and accidence are applicable only to words included in the vocabulary list (Lexis Latina).
Those aspects of morphology and accidence not dealt with in the final years of the GET Band and Grade 10 should be mastered by the end of this phase;
Final consolidation of learners' knowledge and interpretation of accidence into a comprehensive and functional whole should lead to extended ability to read Latin prose and poetry as prescribed annually and as set out below.

Verbs in Advanced Latin

Subjunctive (all four tenses, active and passive)
Uses of the participle:

The participle as an adjective and its functions as part of a main or subordinate clause, in agreement with a noun in any case.
The verbal aspects of the participle and its functions as growth point for structures similar to those developing from the verb of a main or subordinate clause.
Consolidation of other uses of the participle, as in the ablative absolute construction, with attention to the concept of agreement.
Consolidation of ways of translating participles into natural modern equivalents. This of course includes the ablative absolute construction.
Translation of the perfect participle of deponent verbs as a substitute for an active subordinate main or clause (as in Caesar profectus venit ad oppidum ...' Caesar set off and he arrived at… / After Caesar had set off, he arrived at…')

Gerund and gerundive

Consolidation of these as encountered in Grade 10, with emphasis on the verbal root but substantive form and function of gerunds, and the adjectival form and function of gerundives;
The use of the infinitive as a verbal noun (the equivalent of the gerund), as subject or object of a sentence;
The principles of gerundive attraction should be explained in context, but should not form part of any final assessment.

Simple sentences in Advanced Latin:

The active use of the Imperative in simple commands, and of sentences of the type Nominative, Accusative, Verb, with no more than two extensions (Genitive, Dative, Ablative, prepositional phrase or adverb) in Latin communication within the classroom.
The extensive and appropriate use of Latin fixed expressions, idioms and the abbreviations associated with these in writing or speaking in learners' home language or in the language of learning.

Complex and Compound Sentences in Advanced Latin

The ability to read Latin prose and poetry with understanding is still considered one of the primary aims of the study of Latin. Latin prose is constructed to a great extent of complex and compound sentences, particularly of the periodic type, where many subordinate clauses of different types are grouped around one main clause or more. Even in poetry, where the sentence structure is generally simpler, a considerable number of complex and compound sentences can appear. The ability to read sentences of this type, is, therefore, the decisive outcome of this final phase in the process of learning Latin. In all the following cases, recognition of the function of words within a sentence should lead to adequate translation, rather than mere labeling of words.

Main clauses in Advanced Latin: Repetition and consolidation of the types encountered in the final years of the GET Band and Grade 10, with addition of the following:

Sentences with optative, jussive, hortative and potential subjunctives as verbs.
Negative direct commands: ne with Perf. subj.
Repetition and consolidation of the use of all conjunctions from the core vocabulary list, as well as contextual familiarity with conjunctions of the main clause(s) within compound and complex sentences as encountered in reading of Classical authors.

Subordinate clauses in Advanced Latin

Note: Sequence of tenses need be stressed in Advanced Latin in the context of those constructions only in which the sequence has implications for meaning.

Subordinate adverbial clauses in Advanced Latin: Consolidation of the use of conjunctions prescribed for Elementary and Intermediate Latin, together with the clauses they introduce, with the addition of recognition of aspects of the subjunctive not yet covered, as, for instance:

consecutive/result: ut, ut non (with perfect subjunctive for instantaneous action in an historic sentence), quominus, quin after a negative main verb
final/purpose: after qui, quae, quod, (in addition to ut, ne, neve (neu), quo)
reason: cum (also with historic subjunctives.)
time: cum (in addition to indicative in primary tenses, all tenses of the subjunctive in historic narrative).
concession: etsi (ind./subj.) cum, licet, quamvis (all tenses of the subjunctive)
comparison: indicative with quasi, velut, tamquam; and passive knowledge of comparative adj. / adverb with quam ut and subjunctive.
Addition of the following, together with the clauses they introduce (indicative and subjunctive, all tenses): condition: si, nisi, sive (seu), si modo, modo

Noun (substantive) clauses in Advanced Latin: Consolidation of what was encountered in Elementary and Intermediate Latin, relating to indirect questions, indirect commands, indirect statements (accusative and infinitive), with the addition of the following:

Noun clauses with quod and ut as conjunctions (the ut-substantive)
Passive recognition in context only of the nominative and infinitive in cases where the subject is the subject of a passive main verb (e.g. videtur oblivisci / oblitus esse).
Passive recognition in context only of the accusative and infinitive construction with perf. inf. passive without esse, or with an extension of the infinitive e.g. futurum esse ut ... or with fore ut and the present or imperfect passive subjunctive of verbs that do not have a supine.

Adjectival clauses in Advanced Latin: Consolidation of what was dealt with in Elementary and Intermediate Latin, with the addition of the following:

The adjectiva1 clause with subjunctive (final, generic, causal and concessive clauses);
The adjectival clause in combination with accusative and infinitive constructions, e.g. Modesto servo, quem liberum esse iussi, tria milia sestertium in testamento adscripsi.

Oratio Obliqua / Oratio Recta in Advanced Latin

Learners should be able to read with understanding both reported and direct speech as such occurs within the structures outlined above. Conversion of continuous passages of oratio recta to or from oratio obliqua is a useful classroom tool, but no final assessment may be based on such activities.

(a)	The learning during the Grade 11 phases of another 300-350 words from the core vocabulary list (recommended word list: Lexis Latina, Academica Press 1985), with the aim of achieving an active mastery of these words as an aid to the fluent reading of Latin passages from Classical authors.
(b)	Active mastery will be expected by the end of Advanced Latin of the core vocabulary of 1 500 words as set out in Lexis Latina, (and which will by now have been rewritten in the learner's own vocabulary list), in respect of the following: the principal parts and basic meaning of verbs; nominative and genitive singular, gender and basic meaning of nouns and pronouns; masculine, feminine and neuter forms and basic meaning of adjectives; conjunctions, prepositions, adverbs and numerals.
(c)	An extended passive vocabulary, in addition to the core vocabulary, built up by learners in the course of their reading passages from Classical authors in Advanced Latin. In respect of these additional words, learners should be able to identify a particular form and be able to relate it to its structural context within the sentence; they should NOT be required to produce full lexical details.
(d)	Learners in Advanced Latin should gradually build up a lexis of phrases typical of a particular author or authors, together with suitable ways of translating such (e.g. quae cum ita sunt; his dictis; quaeso, iudices; quid dicam ?; magno murmure venti). These should be written up in the learner's own list of fixed expressions and idioms, with, where applicable, cross-referencing to their context in the reading matter.

(a)	Preamble All the following stipulations regarding morphology and accidence are applicable only to words included in the vocabulary list (Lexis Latina). Those aspects of morphology and accidence not dealt with in the final years of the GET Band and Grade 10 should be mastered by the end of this phase; Final consolidation of learners' knowledge and interpretation of accidence into a comprehensive and functional whole should lead to extended ability to read Latin prose and poetry as prescribed annually and as set out below.
(b)	Verbs in Advanced Latin Subjunctive (all four tenses, active and passive) Uses of the participle: The participle as an adjective and its functions as part of a main or subordinate clause, in agreement with a noun in any case. The verbal aspects of the participle and its functions as growth point for structures similar to those developing from the verb of a main or subordinate clause. Consolidation of other uses of the participle, as in the ablative absolute construction, with attention to the concept of agreement. Consolidation of ways of translating participles into natural modern equivalents. This of course includes the ablative absolute construction. Translation of the perfect participle of deponent verbs as a substitute for an active subordinate main or clause (as in Caesar profectus venit ad oppidum ...' Caesar set off and he arrived at… / After Caesar had set off, he arrived at…') Gerund and gerundive Consolidation of these as encountered in Grade 10, with emphasis on the verbal root but substantive form and function of gerunds, and the adjectival form and function of gerundives; The use of the infinitive as a verbal noun (the equivalent of the gerund), as subject or object of a sentence; The principles of gerundive attraction should be explained in context, but should not form part of any final assessment.
(c)	Simple sentences in Advanced Latin: The active use of the Imperative in simple commands, and of sentences of the type Nominative, Accusative, Verb, with no more than two extensions (Genitive, Dative, Ablative, prepositional phrase or adverb) in Latin communication within the classroom. The extensive and appropriate use of Latin fixed expressions, idioms and the abbreviations associated with these in writing or speaking in learners' home language or in the language of learning.
(d)	Complex and Compound Sentences in Advanced Latin The ability to read Latin prose and poetry with understanding is still considered one of the primary aims of the study of Latin. Latin prose is constructed to a great extent of complex and compound sentences, particularly of the periodic type, where many subordinate clauses of different types are grouped around one main clause or more. Even in poetry, where the sentence structure is generally simpler, a considerable number of complex and compound sentences can appear. The ability to read sentences of this type, is, therefore, the decisive outcome of this final phase in the process of learning Latin. In all the following cases, recognition of the function of words within a sentence should lead to adequate translation, rather than mere labeling of words. Main clauses in Advanced Latin: Repetition and consolidation of the types encountered in the final years of the GET Band and Grade 10, with addition of the following: Sentences with optative, jussive, hortative and potential subjunctives as verbs. Negative direct commands: ne with Perf. subj. Repetition and consolidation of the use of all conjunctions from the core vocabulary list, as well as contextual familiarity with conjunctions of the main clause(s) within compound and complex sentences as encountered in reading of Classical authors. Subordinate clauses in Advanced Latin Note: Sequence of tenses need be stressed in Advanced Latin in the context of those constructions only in which the sequence has implications for meaning. Subordinate adverbial clauses in Advanced Latin: Consolidation of the use of conjunctions prescribed for Elementary and Intermediate Latin, together with the clauses they introduce, with the addition of recognition of aspects of the subjunctive not yet covered, as, for instance: consecutive/result: ut, ut non (with perfect subjunctive for instantaneous action in an historic sentence), quominus, quin after a negative main verb final/purpose: after qui, quae, quod, (in addition to ut, ne, neve (neu), quo) reason: cum (also with historic subjunctives.) time: cum (in addition to indicative in primary tenses, all tenses of the subjunctive in historic narrative). concession: etsi (ind./subj.) cum, licet, quamvis (all tenses of the subjunctive) comparison: indicative with quasi, velut, tamquam; and passive knowledge of comparative adj. / adverb with quam ut and subjunctive. Addition of the following, together with the clauses they introduce (indicative and subjunctive, all tenses): condition: si, nisi, sive (seu), si modo, modo Noun (substantive) clauses in Advanced Latin: Consolidation of what was encountered in Elementary and Intermediate Latin, relating to indirect questions, indirect commands, indirect statements (accusative and infinitive), with the addition of the following: Noun clauses with quod and ut as conjunctions (the ut-substantive) Passive recognition in context only of the nominative and infinitive in cases where the subject is the subject of a passive main verb (e.g. videtur oblivisci / oblitus esse). Passive recognition in context only of the accusative and infinitive construction with perf. inf. passive without esse, or with an extension of the infinitive e.g. futurum esse ut ... or with fore ut and the present or imperfect passive subjunctive of verbs that do not have a supine. Adjectival clauses in Advanced Latin: Consolidation of what was dealt with in Elementary and Intermediate Latin, with the addition of the following: The adjectiva1 clause with subjunctive (final, generic, causal and concessive clauses); The adjectival clause in combination with accusative and infinitive constructions, e.g. Modesto servo, quem liberum esse iussi, tria milia sestertium in testamento adscripsi.