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Resource - So You Really Want to Learn Latin Translations

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Resource - So You Really Want to Learn Latin Translations Index Page 1

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Resource - Learning Latin Through Mythology

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Resource - Learning Latin Through Mythology Index

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3rd Year Language Portfolio B (Page 2 of 2)

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3rd Year Language Portfolio B (Page 1 of 2)

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3rd Year Language Portfolio A (Page 1 of 1)

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1st Year Language Portfolio - Daedalus & Icarus Comic Strip (Page 1 of 2)

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a brief composition in a text-type with which the ancient languages are commonly associated, e.g  a family motto, a piece of graffiti or grave inscription

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a brief composition in a text-type with which the ancient languages are commonly associated, e.g  a family motto, a piece of graffiti or grave inscription

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a commentary on the language of an authentic piece of literature studied in the classical language

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a commentary on the language of an authentic piece of literature studied in the classical language

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 a strategy for tackling translations of original texts

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 a strategy for tackling translations of original texts

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 articles in English that are analysed to identify words with Greek/Latin roots

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 articles in English that are analysed to identify words with Greek/Latin roots

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word families to help with recognising Latin vocabulary and/or English etymology

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word families to help with recognising Latin vocabulary and/or English etymology

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a song or mnemonic to help remember verb endings or case meanings

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a song or mnemonic to help remember verb endings or case meanings

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Some of the types of texts that may be considered

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Some of the types of texts that may be considered

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Texts can be, for example, an inscription; an excerpt from a myth, epic or tragedy; a piece of graffiti; visual images and narratives.

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Texts can be, for example, an inscription; an excerpt from a myth, epic or tragedy; a piece of graffiti; visual images and narratives.

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You can find the NCCA Focus on Learning Toolkit Book 4 - Students Reflection on their Learning here. This may be a support for student reflection in your classroom 

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You can find the NCCA Focus on Learning Toolkit Book 4 - Students Reflection on their Learning here. This may be a support for student reflection in your classroom 

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https://ncca.ie/media/1926/assessment-booklet-4_en.pdf

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Students will complete an Reflection Note as part of this process you can Appendix A from the Assessment Guidelines linked here 

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Students will complete an Reflection Note as part of this process you can Appendix A from the Assessment Guidelines linked here 

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 Did I collaborate with others in working on this text or is it my own work? 

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 Did I collaborate with others in working on this text or is it my own work? 

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 Did I redraft this text in the light of teacher feedback? 

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 Did I redraft this text in the light of teacher feedback? 

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What was the area of learning that provided the context for the text?  

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What was the area of learning that provided the context for the text?  

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In refining and presenting their work, students should be satisfied that each of their three texts demonstrates their learning and relates to the learning goals identified. In this regard they might consider such questions as: 

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In refining and presenting their work, students should be satisfied that each of their three texts demonstrates their learning and relates to the learning goals identified. In this regard they might consider such questions as: 

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Framing is the process of identifying three appropriate texts which the student feels are most suited to assessment

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Framing is the process of identifying three appropriate texts which the student feels are most suited to assessment

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Some methodologies, for example the compass points method, can be used to support students in surveying their work 

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Some methodologies, for example the compass points method, can be used to support students in surveying their work 

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The process of scoping involves conducting a broad survey of the range of material from which to choose.

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The process of scoping involves conducting a broad survey of the range of material from which to choose.

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Which of the three categories would you place these samples in?

How would you support students to categorize their pieces?

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NCCA  Guidelines for Classroom based Assessment 

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NCCA  Guidelines for Classroom based Assessment 

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Having studied the Assessment Guidelines and having looked at the Features of Quality, you may like to take time with your students,to reflect on which building/emperor might be a good subject for their CBA assignment. This of course might have been a research task that students undertook prior to starting the CBA or indeed their choices may be influenced by what they have studied in their Junior Cycle to date.

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In due time there will be samples of CBA 2 uploaded to the NCCA website. If you have not yet had a chance to see samples of CBA 1 you can find them linked here

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If you are looking for more information as regards portfolios in general or CBAs then these recordings of the portfolio process as well as information on how the SLAR meeting might be organised, should be useful .es.

This process mirrors the process students undertake for CBA2 so may be beneficial

These will be available on our website if you wish to come back to them.

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Welcome to our CBA 2 Non Language Padlet. You can use this time to reflect on your experience and engagement with CBA 2 and to think about in what  areas  you may need further information or advice. In this self-directed learning  session,  you can scroll through the information and  decide which parts are suitable for you and your needs at this time.

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CBA 2 Features of Quality:                              these are unique to each CBA and they can be reflected on and discussed prior to commencing your CBA.

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CBA 2 Features of Quality:                              these are unique to each CBA and they can be reflected on and discussed prior to commencing your CBA.

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This screencast talks about portfolios in classics

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The focus of this video from the Religious Education team - which is not subject specific- is to help you to prepare for SLAR meetings.        (7 mins)

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If you have yet to go through the SLAR process this short screencast created by the RE team is a great resource for all teachers.

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Religious Education CBA 2 Webinar Part 3

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Time to reflect on your own experience. 

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Time to reflect on your own experience. 

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What worked well in your CBA 1 experience?
Consider what were the benefits of undertaking this CBA with your students.
What were some of the challenges that you faced?
What would you do differently the next time you engage with CBA1?

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Students can present their report in any format they feel appropriately communicates their research

How can we support students to think creatively when reporting back to us on their CBA2 ?

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In your booklet you could note your thoughts on this self-directed exercise and the CBA 1 and the CBA 2 process.

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What have you learned from this resource that has guided your learning for your next engagement with CBA1 or CBA2

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What have you learned from this resource that has guided your learning for your next engagement with CBA1 or CBA2

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Can we use these assessment measures to greater effect in our classrooms?

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Assessment: the characteristics of alternative assessment. 

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Assessment: the characteristics of alternative assessment. 