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TKI Latin Assessment Resources

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For Excellence, the student needs to write complex Latin sentences that demonstrate thorough understanding of Latin.

This involves:

• using linguistic knowledge of most of the difficult inflections, structures and vocabulary to produce Latin sentences in linguistically suitable formats
• correctly communicating the meaning and detail in almost all the sentences in Latin
• writing sentences that are easy to understand and unambiguous.

This student has used linguistic knowledge of most of the difficult inflections, structures and vocabulary to write a letter to Trajan requesting advice. The student uses, for example, a present participle in the nominative singular case (2), structures such as alleged reason (1) and ideal conditions (7), and difficult vocabulary such as ‘delata’(5).  

The meaning and detail in almost all the sentences are correctly communicated, and the sentences are easy to understand and unambiguous.

For a more secure Excellence, the student could correct errors in agreement. For example,‘transfixitque’ (3) should be ‘transfixeruntque’ and ‘inventus’ (4) should be‘inventum’.

The tense of ‘coniecti essent’ (6) should be changed to ‘conicerentur’.

For Merit, the student needs to write complex Latin sentences that demonstrate clear understanding of Latin.

This involves:

• using linguistic knowledge of the more difficult inflections, structures and vocabulary to produce Latin sentences in linguistically suitable formats
• communicating the meaning and detail of most of the sentences correctly in Latin.

This student has used linguistic knowledge of the more difficult inflections, structures and vocabulary to write a speech delivered by a general to his army. The student uses, for example, more difficult inflections such as the ablative singular of ‘virtus’ (4) and more difficult structures such as jussive subjunctive (9), and generic subjunctive (7). More difficult vocabulary (5) (10) has also been used.

Latin sentences have been produced in the form of a speech. The meaning and detail of most of the sentences have been correctly communicated.

To reach Excellence, the student could correct errors in vocabulary. For example,‘prima’ (1) should be ‘primo’ and ‘mutis’(3) should be ‘multis’. The student could also correct errors in verb forms. For example, ‘defendeant’ (2) should be ‘defendamus’, ‘regredemur’(6) should be regrediemur. The imperfect tense ‘essent’(8) should be changed to the present tense ‘sint’.

For Merit, the student needs to write complex Latin sentences that demonstrate clear understanding of Latin.

This involves:

• using linguistic knowledge of the more difficult inflections, structures and vocabulary to produce Latin sentences in linguistically suitable formats
• communicating the meaning and detail of most of the sentences correctly in Latin.

This student has used linguistic knowledge of the more difficult inflections, structures and vocabulary to write a letter to Trajan requesting advice. The student has used, for example, more difficult inflections such as the accusative of facinus (5), more difficult structures such as gerundival attraction (3), and more difficult vocabulary (4). The meaning and detail of most of the sentences have been correctly communicated.

For a more secure Merit, the student could, the student could correct errors of agreement. For example, ‘discederet’ (1) should be ‘discederent’ and ‘vulneravit’ (2) should be ‘vulneraverunt’.

The structure ‘innocentibus parcendis’ (6) should be ‘innocentibus parcendum’, ‘ut’ (7) should be ‘ne’ after the verb of fearing ‘timeo’, and ‘totae’ (8) should be ‘totius’.

For Achieved, the student needs to write complex Latin sentences that demonstrate understanding of Latin.

This involves using linguistic knowledge of varied and difficult Latin structures, inflections, idioms and sentence patterns to produce Latin sentences in linguistically suitable formats.

This student has used linguistic knowledge of varied and difficult Latin structures, inflections, idioms and sentence patterns to write a story. The student has used, for example, more difficult structures such as genitive of ‘gerund’ (7) and concessive clause (4), and varied and difficult inflections such as the ablative case of ‘Paris’ (5) and the genitive of pulchritudo (9).Idioms such as ‘quae cum ita essent’ (6) and sentence patterns such as ‘sic Iuppiter pulcherrimam reginam Ledam amabat ut eam cotidie spectaret’ (1) have been used to produce Latin sentences.

To reach Merit, the student could correct various errors. For example, ‘dua’ (2) should be ‘duo’. If ‘dictum’ (8) were changed to ‘dictu’ another correct structure at Curriculum Level 8 of Learning Languages would be produced.

The student could also insert ‘eos’ into the indirect statement (3) to make the meaning clearer.

For Achieved, the student needs to write complex Latin sentences that demonstrate understanding of Latin.

This involves using linguistic knowledge of varied and difficult Latin structures, inflections, idioms and sentence patterns to produce Latin sentences in linguistically suitable formats.

This student has used linguistic knowledge of varied and difficult Latin structures, inflections, idioms and sentence patterns to write a speech delivered by a general to his troops. The student has used, for example, difficult structures such as an infinitive after an impersonal verb (1) and the genitive of ‘gerund’ (4).

Varied and difficult inflections such as the ablative plural of ‘acer’ (2), idioms such as ‘quae cum ita sint’ (9) have been used. Sentence patterns, errors notwithstanding, such as (8) have been used to produce Latin sentences.

For a more secure Achieved, the student could change ‘regrediemus’ (6) to ‘regrediemur’, ‘scit’ (7) to ‘sciat’, and ‘periant’ (10) to ‘pereant’. ‘Facultas’ (3) should be ‘facultatem’ (the direct object), and ‘parem’ (5) should be the plural form pares.

For Achieved, the student needs to write complex Latin sentences that demonstrate understanding of Latin.

This involves using linguistic knowledge of varied and difficult Latin structures, inflections, idioms and sentence patterns to produce Latin sentences in linguistically suitable formats.

This student has begun to use linguistic knowledge of varied and difficult inflections, idioms and sentence patterns to write a letter to Trajan requesting advice. The student has used, for example, such difficult inflections as ablative of ‘fustis’ (3), accusative of ‘caput’ (5) and the nominative feminine ‘mortua’ (1). Idioms such as ‘quae cum ita essent’ (2) and sentence patterns such as ‘hic dominus autem crudelissimus erat et ipse puellam necavit’ (6) have been used to produce Latin sentences.

To reach Achieved, the student could include examples of varied and difficult structures from Curriculum Level 8 for Learning Languages. For example, ‘utdominum oppugnarent’ (4) could be changed to ‘ad dominum oppugnandum’ and ‘terogo, domine quid facere debeo?’ (7) could be replaced by ‘domine, quid faciam?’ thus ensuring that there is language at Level 8.