Restricted Latin Accidence and Syntax list — OCR GCSE Latin Revision

    The Restricted Latin Accidence and Syntax list defines the specific grammatical forms and structures that students must be able to deploy when translating

    Topic Synopsis

    The Restricted Latin Accidence and Syntax list defines the specific grammatical forms and structures that students must be able to deploy when translating short English sentences into Latin in Component 01.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Restricted Latin Accidence and Syntax list

    OCR
    GCSE

    The Restricted Latin Accidence and Syntax list defines the specific grammatical forms and structures that students must be able to deploy when translating short English sentences into Latin in Component 01.

    0
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    0
    Key Terms
    9
    Mark Points

    Topic Overview

    The Restricted Latin Accidence and Syntax list for OCR GCSE Latin is a carefully curated set of grammatical forms and constructions that students are expected to know for the language papers. This list covers essential noun declensions (1st, 2nd, and 3rd declensions, including neuter and i-stem variations), verb conjugations (present, imperfect, future, perfect, pluperfect, and present infinitive active and passive for all four conjugations, plus sum and possum), pronouns (personal, demonstrative hic/haec/hoc, is/ea/id, and relative qui/quae/quod), adjectives (1st/2nd and 3rd declension, including comparative and superlative forms), and key syntax such as the accusative and infinitive construction, ablative absolute, purpose clauses (ut/ne + subjunctive), result clauses (ut + subjunctive), indirect commands, and the use of cum clauses. Mastery of this list is non-negotiable for achieving top marks in translation and comprehension.

    Why does this matter? Without a solid grasp of accidence (the forms of words) and syntax (how words combine to convey meaning), you cannot accurately translate Latin sentences or understand the nuances of Roman literature. The OCR exam explicitly tests these structures in the language paper (Paper 1) and the prose literature paper (Paper 2), where you must analyse how authors use grammar for effect. For example, recognising an ablative absolute allows you to identify a circumstantial clause, while understanding indirect statement helps you follow complex narratives. This list is your toolkit: every construction you learn unlocks a new layer of meaning in Latin texts.

    In the wider subject, this list bridges the gap between basic vocabulary and fluent reading. It is the foundation for the 'unseen' translation component, where you must apply your knowledge to unfamiliar passages. Moreover, it prepares you for the literature component, where you encounter sophisticated uses of these structures in original authors like Virgil, Tacitus, and Ovid. By internalising the restricted list, you develop the automaticity needed to read Latin with confidence, freeing your mind to appreciate literary devices and historical context. Think of it as the grammar syllabus that underpins everything else in the GCSE course.

    Key Concepts

    Core ideas you must understand for this topic

    • →Noun declensions: Know the endings for 1st (feminine mostly), 2nd (masculine/neuter), and 3rd declension (masculine/feminine/neuter, including i-stems like civis, mare). Pay special attention to the genitive singular (e.g., -ae, -i, -is) as it determines the declension.
    • →Verb conjugations: Master the active and passive voice for present, imperfect, future, perfect, and pluperfect tenses across all four conjugations. For example, 1st conjugation: am-o, am-as, am-at; 2nd: mon-eo, mon-es, mon-et; 3rd: reg-o, reg-is, reg-it; 4th: audi-o, audi-s, audi-t. Also learn sum (esse) and possum (posse) fully.
    • →Syntax constructions: The accusative and infinitive (accusative subject + infinitive verb) for indirect statement after verbs of saying, thinking, knowing, etc. Example: 'Dicit puellam venire' = 'He says that the girl is coming.'
    • →Subjunctive clauses: Purpose clauses use 'ut' + subjunctive (present or imperfect) to express 'in order that'; result clauses use 'ut' + subjunctive (often with 'tam', 'tantus', 'sic') to express 'so that... as a result'. Also learn indirect commands (impero ut + subjunctive) and cum clauses (cum + subjunctive for 'when', 'since', 'although').
    • →Pronouns and adjectives: Know hic/haec/hoc (this), is/ea/id (that/he/she/it), and qui/quae/quod (who/which). Adjectives agree with nouns in gender, number, and case; comparatives are formed with -ior (m/f) and -ius (n), superlatives with -issimus, -a, -um.

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Correct application of first and second declension noun forms
    • Correct application of regular verb forms in present, imperfect, and perfect indicative active
    • Correct use of present active infinitive of regular verbs
    • Correct use of present and imperfect indicative of sum and possum
    • Correct application of first and second declension adjectives of the bonus type
    • Correct use of standard case functions
    • Correct use of the accusative case for duration of time
    • Correct use of cases required by prepositions in the Restricted Vocabulary List

    Marking Points

    Key points examiners look for in your answers

    • Correct application of first and second declension noun forms
    • Correct application of regular verb forms in present, imperfect, and perfect indicative active
    • Correct use of present active infinitive of regular verbs
    • Correct use of present and imperfect indicative of sum and possum
    • Correct application of first and second declension adjectives of the bonus type
    • Correct use of standard case functions
    • Correct use of the accusative case for duration of time
    • Correct use of cases required by prepositions in the Restricted Vocabulary List
    • Correct construction of direct statements and direct questions

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Focus your revision for the English-to-Latin section strictly on the forms listed in Appendix 5e
    • 💡Ensure you are comfortable with the specific prepositions found in the Restricted Vocabulary List
    • 💡Practice identifying the difference between direct statements and direct questions to ensure correct word order and structure
    • 💡Do not waste time memorizing complex subjunctive or passive forms for the English-to-Latin translation task
    • 💡In translation, always identify the main verb first. This anchors the sentence and helps you determine the subject and object. Then look for subordinate clauses introduced by conjunctions like 'cum', 'ut', 'quod', or 'si'. This systematic approach reduces errors.
    • 💡For the syntax questions (e.g., 'Identify and explain the construction'), use the exact terminology from the restricted list: 'accusative and infinitive', 'ablative absolute', 'purpose clause', etc. Then quote the Latin words that form the construction and explain how they function in context. This shows precise knowledge.
    • 💡When revising, create a 'grammar grid' for each construction: write the Latin trigger (e.g., verb of saying for indirect statement), the required case/mood (accusative + infinitive), and an example from your set texts. Practice spotting these in unseen passages to build speed.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Attempting to use comparative or superlative forms of adjectives, which are excluded from this restricted list
    • Using verb tenses or moods outside the present, imperfect, and perfect indicative active
    • Incorrectly applying third, fourth, or fifth declension noun endings
    • Confusing the restricted list with the broader requirements for the unseen translation passage
    • Mistaking the ablative case for the accusative: The ablative often indicates 'by', 'with', 'from' (e.g., 'gladio' = 'with a sword'), while the accusative marks the direct object. Students frequently confuse these in translation, especially in prepositional phrases like 'in' + ablative (position) vs. 'in' + accusative (motion into).
    • Thinking all verbs follow the same pattern: The four conjugations have distinct vowel changes. For example, the present infinitive active of 1st conjugation ends in -are (amare), 2nd in -ere (monere), 3rd in -ere (regere), and 4th in -ire (audire). Mixing these up leads to incorrect tense formation.
    • Assuming 'ut' always means 'so that': 'Ut' can introduce purpose clauses ('in order that'), result clauses ('so that... as a result'), or even indirect commands. The key is to look for a preceding main clause that indicates intention (purpose) or degree (result). Also, 'ut' with indicative means 'as' or 'when'.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic Latin vocabulary: You should know common nouns, verbs, and adjectives from the OCR Defined Vocabulary List (DVL) to apply grammar rules meaningfully.
    • •Parts of speech: Understand what nouns, verbs, adjectives, adverbs, prepositions, and conjunctions are, as the restricted list builds on these categories.
    • •Simple sentence structure: Be able to identify subject, verb, and object in a basic Latin sentence (e.g., 'Puella rosam amat'). This foundation is essential for tackling complex syntax.

    Likely Command Words

    How questions on this topic are typically asked

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