GRADE 10 in a five-year cycle

GRADE 11 (first half) in a three-year cycle

Language study for Intermediate Latin

Outcomes of study of Intermediate Latin are the following:

Through mastery of the linguistic contents as specified below learners should increase their awareness of the following:

the character of Latin as an inflected language, and its suitability for concise communication;
the wide range of expression available in the languages of learning as translation medium, or of learners' own home language as a basis of contrast or similarity as well as displaying a limited ability to communicate in Latin within the classroom;
the sentence as the unit of meaning;
the systematic organising and consolidating of knowledge gradually acquired through the reading of (preferably) continuous passages of Latin.

Vocabulary and Idiom in Intermediate Latin

A total of 500 high-frequency Latin words have been mastered during the Elementary Latin course. Active mastery of a further 350 words from the core vocabulary list is recommended, to be selected by the teacher (bearing in mind the vocabulary of the reading done in class) (recommended word list: Lexis Latina, Academica press 1985). Learners must keep a vocabulary list to which new words encountered in context must be added weekly, 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;
derivatives in English and/or Afrikaans of all of the above.

Hence, active mastery is required by the end of the Intermediate Latin phase of a total core vocabulary of 850 words as selected by the educator from Lexis Latina, also of fixed expressions and idioms, with due reference to the requirements of a particular Latin reader, but also with a view to early acquaintance in the advanced phase with 'real' Latin prose and poetry

Learners may further acquire a passive vocabulary of words occurring in their reader that do not appear in the core vocabulary. Where such words appear in unprepared passages set for assessment, the teacher /assessor will supply the meaning in context. These words may be kept in a vocabulary list (with cross-referencing to the reading context) at the teacher's discretion.

Learners must be familiar with the principles of word formation, with particular reference to the use of prefixes to change meaning (e.g. ferre, differre) and of suffixes to change function (amare, amicus, amator - also termed figura etymologica); learners should gradually build up a list of such prefixes and suffixes, together with notes on their influence in such word formation.

Learners must list in their vocabulary books common fixed expressions and their abbreviations, together with their meanings.

Morphology and accidence in Intermediate 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 Elementary Latin will be dealt with as stipulated below;
Consolidation of learners' knowledge and interpretation of accidence into a comprehensive and functional whole should lead to extended ability to read Latin prose during the Intermediate Latin phase.

Learners in Intermediate Latin must acquire mastery of the following:

Verbs in Intermediate Latin

passive forms of verbs
deponent and semi-deponent verbs
defective verbs
other irregular verbs: fieri, ferre, velle, nolle, malle
subjunctive (present and imperfect subjunctive)
all infinitives
participles, including future participles.

Note: Learners may acquire passive mastery in context of the meanings of gerunds and gerundives, but active mastery should be postponed to Grade 11.

Degrees of comparison: of adjectives and adverbs (form and meaning), consolidation in Intermediate Latin of what was encountered in Elementary Latin.

Unus and similar adjectives in the vocabulary list as well as possessive adjectives.

All remaining pronouns in the vocabulary list.

Nouns of all five declensions, including commonly used irregular nouns such as vis, nemo.

Syntax in Intermediate Latin

Consolidation of the functions of noun cases, as encountered in Elementary Latin.

Intensive training in seeing (and 1ater anticipation of) the connection between the case of a noun and the particular word form which gives rise to it (e.g. verb: Nominative, Accusative, Dative or Ablative, preposition: Accusative or Ablative, other noun: Genitive).

The ability to isolate from a sentence as a whole a word form together with its structural development, rather than the labeling of the cases.

Consolidation of the basic sentence patterns already dealt with, with emphasis on their application to main and subordinate clauses, and with the addition of the impersonal verb and the passive.

Mastery of the following structural aspects, in addition to aspects covered in the last years of the GET Band:

Participles in Intermediate Latin

The adjectival use of the participle (present, perfect and future) within a main or subordinate clause, but only in agreement with the subject and object;
The participle (present, perfect and future) in its verbal function as structural growth point of the sentence, with extensions as covered in the last years of the GET Band.
Other uses of the participle, as in the ablative absolute construction, are explained in context where they occur in reading, but at this stage form part of learners' passive experience.
Learners will become familiar with alternative ways of translating participles into natural modern equivalents. (It will often be necessary to use something other than a participle in modern languages known to the learner, e.g. 'while…..' for present and 'after…..' for perfect participles.)

Simple sentences in Intermediate Latin: the active use of the Imperative in simple commands, and of sentences of the type Nominative, Accusative, Verb, with no more than one extension (Genitive or Dative, prepositional phrase or adverb) in Latin communication within the classroom.

Complex and Compound Sentences in Intermediate Latin

Note: The ability to read Latin prose and poetry with understanding is still considered one of the most desirable outcome 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 development of learners' ability to read sentences of this type, is, therefore, particularly important.

Main clauses in Intermediate Latin: Repetition and consolidation of the types encountered in Elementary Latin, with the addition of the following:

Sentences with impersonal verbs.
Negative direct commands: noli with present infinitive; ne with perf. subj. should be explained in context, but formal learning of this structure should be postponed until grade 11.
Sentences with deliberative, optative, jussive, hortative and potential subjunctives as verbs should be explained in context, but formal learning of these structures should be postponed until grade 11.
All conjunctions as listed in the core vocabulary list, and their concomitant main clause(s) within compound and complex sentences as encountered in reading.

Subordinate clauses in Intermediate Latin:

Subordinate adverbial clauses in Intermediate Latin

Consolidation of the use of the conjunctions encountered in Elementary Latin, together with the clauses they introduce.
Addition of the following, together with the clauses they introduce, with verbs in indicative and subjunctive:

consecutive/result: ut, ut non (subj.)
final/purpose: ut, ne, neve (neu), quo (subj.)
reason: cum (subj.)
time: cum (ind./subj.), ut, donec, simu1 (ac), quotiens, dum.
concession: etsi (ind./subj.)
comparison: quasi, velut, tamquam.

Noun (substantive) clauses in Intermediate Latin:

The accusative and infinitive construction: Consolidation of what was explained in context only in Elementary Latin
Relativity of tenses in the context of the accusative and infinitive.
Indirect command: ut/ne with the subjunctive.
Indirect questions introduced by interrogative pronouns (e.g. quis, quid), adverbs (e.g. ubi, quando) and particles such as -ne, num, an, utrum ... an, -ne ... an, with the verb in the subjunctive.

Adjectival clauses in Intermediate Latin

Consolidation of what was encountered in the final years of the GET Band.
The adjectiva1 clause with subjunctive (generic, purpose).

Oratio Obliqua/Oratio Recta

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 will be based on such activities.

(a)	A total of 500 high-frequency Latin words have been mastered during the Elementary Latin course. Active mastery of a further 350 words from the core vocabulary list is recommended, to be selected by the teacher (bearing in mind the vocabulary of the reading done in class) (recommended word list: Lexis Latina, Academica press 1985). Learners must keep a vocabulary list to which new words encountered in context must be added weekly, 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; derivatives in English and/or Afrikaans of all of the above.
(b)	Hence, active mastery is required by the end of the Intermediate Latin phase of a total core vocabulary of 850 words as selected by the educator from Lexis Latina, also of fixed expressions and idioms, with due reference to the requirements of a particular Latin reader, but also with a view to early acquaintance in the advanced phase with 'real' Latin prose and poetry
(c)	Learners may further acquire a passive vocabulary of words occurring in their reader that do not appear in the core vocabulary. Where such words appear in unprepared passages set for assessment, the teacher /assessor will supply the meaning in context. These words may be kept in a vocabulary list (with cross-referencing to the reading context) at the teacher's discretion.
(d)	Learners must be familiar with the principles of word formation, with particular reference to the use of prefixes to change meaning (e.g. ferre, differre) and of suffixes to change function (amare, amicus, amator - also termed figura etymologica); learners should gradually build up a list of such prefixes and suffixes, together with notes on their influence in such word formation.
(e)	Learners must list in their vocabulary books common fixed expressions and their abbreviations, together with their meanings.

(a)	Verbs in Intermediate Latin passive forms of verbs deponent and semi-deponent verbs defective verbs other irregular verbs: fieri, ferre, velle, nolle, malle subjunctive (present and imperfect subjunctive) all infinitives participles, including future participles. Note: Learners may acquire passive mastery in context of the meanings of gerunds and gerundives, but active mastery should be postponed to Grade 11.
(b)	Degrees of comparison: of adjectives and adverbs (form and meaning), consolidation in Intermediate Latin of what was encountered in Elementary Latin.
(c)	Unus and similar adjectives in the vocabulary list as well as possessive adjectives.
(d)	All remaining pronouns in the vocabulary list.
(e)	Nouns of all five declensions, including commonly used irregular nouns such as vis, nemo.

(i)	Subordinate adverbial clauses in Intermediate Latin Consolidation of the use of the conjunctions encountered in Elementary Latin, together with the clauses they introduce. Addition of the following, together with the clauses they introduce, with verbs in indicative and subjunctive: consecutive/result: ut, ut non (subj.) final/purpose: ut, ne, neve (neu), quo (subj.) reason: cum (subj.) time: cum (ind./subj.), ut, donec, simu1 (ac), quotiens, dum. concession: etsi (ind./subj.) comparison: quasi, velut, tamquam.
(ii)	Noun (substantive) clauses in Intermediate Latin: The accusative and infinitive construction: Consolidation of what was explained in context only in Elementary Latin Relativity of tenses in the context of the accusative and infinitive. Indirect command: ut/ne with the subjunctive. Indirect questions introduced by interrogative pronouns (e.g. quis, quid), adverbs (e.g. ubi, quando) and particles such as -ne, num, an, utrum ... an, -ne ... an, with the verb in the subjunctive.
(iii)	Adjectival clauses in Intermediate Latin Consolidation of what was encountered in the final years of the GET Band. The adjectiva1 clause with subjunctive (generic, purpose).
(iv)	Oratio Obliqua/Oratio Recta 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 will be based on such activities.