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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum

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Using the curriculum for programme planning

Beginning language students in primary, intermediate, or middle schools may work within levels 1 and 2 over a longer timeframe than beginning language students in secondary schools. However, at secondary level, teachers may sometimes combine two levels (for example, levels 7 and 8) into an integrated programme.

Effective language learning

For students to acquire skill and confidence in establishing meaning, their learning programmes must be based on effective, stimulating, and varied communicative activities. In effective Latin language programmes:

  • Latin is widely seen and heard in the classroom
  • teachers and students value interaction involving Latin
  • Latin grammar is taught explicitly at appropriate stages
  • Latin language and Roman culture are valued by teachers, students, and others in the learning environment
  • teachers organise flexible classrooms that allow learners to work in groups or pairs and to move around
  • teachers have an in-depth understanding of the Latin linguistics and Roman civilisation, and how students can best acquire this understanding
  • teachers include Roman culture (especially beliefs, customs, social structure, values) as an integral part of language learning
  • aspects of Latin language and Roman culture are compared with equivalent aspects of other languages and cultures, including students’ own.

See Instructional Strategies and Techniques in Planning Latin Programmes in Schools.

Using information and communications technologies for teaching and learning Latin

Information and communications technologies make a wide range of linguistic and cultural learning opportunities available to students, including students without ready access to school-based programmes. Such opportunities form an integral part of a blended learning programme, enabling students to explore new learning environments and to overcome barriers of distance and time.

E-learning is very useful in a Latin programme. The computer software and applications available include a variety of high-quality resources. These enable students to take part in many kinds of language-learning and language reinforcement activities, and to experience customised learning that allows for individual, cultural, and developmental differences. Access to a variety of multimedia resources enriches learning and extends the boundaries of the classroom.

The Internet provides access to a wealth of information about the Latin language and literature, and the Roman world. It also provides a link between New Zealand students of Latin and students in other countries, encouraging interaction that extends well beyond the classroom. In addition, the Internet can be used to establish links between teachers of Latin in different New Zealand schools. Teachers can develop useful networks and share ideas, learning objects, and other resources through online learning environments and subject association websites. See also the following websites:


The achievement objectives in the Communication strand provide the basis for assessment. Those in the two supporting strands are assessed only indirectly through their contribution to the Communication strand. See the sections on assessment in The New Zealand Curriculum, School Curriculum Design and Review (pages 39 and 40).

Assessment for qualifications

Unit standards and achievement standards are the “building blocks” for National Certificates in the National Qualifications Framework (NQF). These standards are not units of work in themselves; their function is to specify standards for qualification assessment purposes. Standards for schools encompass levels 1–3 of the National Qualifications Framework. These qualification levels equate to levels 6, 7, and 8 of The New Zealand Curriculum and the Latin guidelines. 

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