Big Questions

1
Big Questions

• (1) Should grammar points be learned inductively
  or deductively?

2
Big Questions

• (2) Does explicit grammar teaching favour
  higher-attaining pupils?

3
Big Questions

• (3) Should the pupils keep grammar notes?

4
Big Questions

• (4) Should pupils learn tables by rote or are a
  few basic principles sufficient?

5
Big Questions

• (5) Should the pupils chant in the lessons?

6
Big Questions

• (6) What division is appropriate between vocab
  learning and grammar learning?

7
Big Questions

• (7) Should Prose Composition be a feature?

8
Big Questions

• (8) Is it better to aim for general fluency or
  pin-point accuracy?

9
Big Questions

• (9) Should the pupils be encouraged to read Latin
  left to right or subject to verb?

10
Big Questions

• (10) Should the priority be noun morphology or
  verb morphology?

11
Big Questions

• (11) Should GCSE pupils encounter vocabulary
  other than GCSE words?

12
Big Questions

• (12) Do pupils need to understand the grammar of
  the set texts?

13
Big Questions

• (13) Should pupils be encouraged to translate
  creatively?

14
Big Questions

• (14) Should the pupils ever do the same
  translation twice?

15
Big Questions

• (15) Does glossing over grammatical detail make
  the students life easier?

16
Big Questions

• (16) When does grammar bore pupils? When does it
  interest them?

17
Big Questions

• (17) Is it ok for pupils to encounter a grammar
  point not yet explained?

18
Big Questions

• (18) Is there too much grammar in Latin GCSE?

19
Big Questions

• (19) Should set texts be a feature of Latin GCSE?

20
Big Questions

• (20) What should pupils get from Latin GCSE?