Does Lapicida fit your textbook?
Short answer: yes — but not because we copy a textbook. Lapicida organises grammar by learning years, your textbook by lessons. On this page you can lay the two side by side: pick your textbook, drag the slider to the lesson you are on, and see which grammar has been introduced and where it sits with us.
The data comes from curricula, school syllabuses, publishers’ synopses and tables of contents. For every textbook, the publicly available source is listed below, so that each entry can be verified. We show the order in which grammar is introduced — no vocabulary lists, no texts, no exercises.
The tool: lesson to learning year
What the textbooks cover, and when
Five German Latin textbooks are covered, drawn from seven sources. More will follow once we have reliable plans for them — we only record what is documented.
prima.nova
The most completely documented: lessons 1 to 44 throughout, with year boundaries. A classical opening — present tense and the first declensions early, the perfect in L11, the AcI in L12. Relative clauses follow in L15, the passive in L24, the perfect passive participle in L25. The subjunctive comes late and all at once: forms in L37, use in subordinate clauses in L39, in main clauses only in L41. The ablative absolute is in L30/31, the gerund right at the end in L43.
Pontes (combined volume 2020)
More compressed: AcI as early as L8, perfect in L10, imperfect in L12, future in L13, pluperfect in L14 — the tenses are nearly complete by L15. The passive arrives in L15, the PPP in L16, the participium coniunctum in L18. The ablative absolute falls in L22, the subjunctive in L24 with the irrealis, ut-clauses in L25, cum-clauses in L26.
⚠️ The Pontes plans available to us give no class boundaries per lesson. The tool therefore shows the order for Pontes but no learning year — where a source says nothing, we invent nothing.
Campus
Covered up to lesson 12, in the three-part structure typical of Campus (L1.1, L1.2, L1.3). The pace stands out: AcI in L6.2, imperfect in L7.3, perfect in L8.2 — all in the first year. Relative clauses in L11.3, the future perfect already in L12.3. From lesson 13 our source only summarises by topic, which is where the slider stops.
⚠️ Campus appears twice in the tool: once from a school syllabus and once from the publisher’s own synopsis. The two agree on the order and disagree on the year assignment — exactly the difference the next section is about.
Cursus A – neu
Documented from the table of contents, lessons 1 to 27. ⚠️ The source gives no learning years. The tool therefore shows the order for Cursus but no year assignment — the same rule as with Pontes: where a source is silent, we invent nothing.
Adeamus! B and C
Adeamus! B (Latin as a first foreign language) is documented across all four volumes, from lesson 1 to 67 — the longest span in the tool. Adeamus! C covers Latin as a second foreign language: the same course in its version for a later start, condensed accordingly.
Why a lesson is not a year
This is where most comparisons go wrong. A school curriculum is one school, not a textbook. We documented it at the same school: under the G9 model prima.nova maps onto year 7 = L1–13; under the G8 model at that same school, year 7 = L16–29. Same book, same school, two entirely different mappings.
What holds is the order, not the calendar. If your class moves faster or slower than the plan, that is normal — just set the tool to the lesson you are actually on.
How Lapicida builds on this
Our content is tied not to lesson numbers but to four learning years. Every sentence and every form card carries a year — and everything covered so far stays available. A learning year is a preset here, not a ceiling: if you are further along, move on; if you want to catch up, go back.
- Forms trainer — declension and conjugation by paradigm, not by vocabulary list.
- Sentence quiz — identify sentence elements by colour, with immediate feedback.
- Vocabulary trainer — a seven-box system; bring your own lists in by scan.
- Reading — adapted original texts in context, not isolated sentences.
That is why Lapicida works alongside any of these books: you pick the phenomenon you are working on and practise it, whatever lesson it happens to be in.
What happens when the tool disagrees with us
Expanding from three sources to seven produced exactly that. We had the perfect tense in our second year. Five textbooks said otherwise: Adeamus B (L13), Adeamus C (L13), Campus (L8.1/8.2), Cursus (L11), Pontes (L10) and prima.nova (L11) introduce it in the first.
We changed our axis, not the evidence. The perfect now sits in year one — and has become, of all things, the row with the broadest coverage in the entire matrix.
Where that leaves us: 16 agreements, 14 of them attested by more than one source — 23 deviations — and not a single uncovered key.
And an honest word about those 23: a deviation is not an error. A textbook may introduce the ablative absolute later than we do; it has its reasons, and so do we. Making those differences visible is the whole point of this page — it is the invisible ones that cause trouble.
Why we do not copy a single textbook
Because the textbooks do not agree with one another. For the pronoun is, ea, id, the imperfect and the future perfect they sit up to a full year apart — Campus introduces the future perfect in lesson 12 — prima.nova does not introduce it at all.
An app built around one textbook is wrong for every other. So we prefer to show openly how the two relate rather than pretend there is one right path. And where our order deliberately differs, we say why: we separate the subjunctive into form (year 3, so the forms trainer can work with it earlier) and use (year 4).
Independence notice: we do not cooperate with any textbook publisher. Textbook names are used descriptively — they identify the plans we compare against. All rights in the textbooks remain with their publishers.
Sources
For every textbook covered, the publicly available sources that allow the entries to be verified. Each link points to the overview page rather than a single file — that is where the plans stay available and in context.
- Pontes (Gesamtband 2020) — Klett, Stoffverteilungspläne für sechs Bundesländer
- prima.nova — C.C. Buchner, Produktseite mit Synopsen und Inhaltsverzeichnis · Landesbildungsserver Baden-Württemberg, „Grammatische Progression“
- Campus A — C.C. Buchner, Reihenseite mit Synopsen · Landesbildungsserver Baden-Württemberg
- Campus C — C.C. Buchner, „Blick ins Buch“
- Cursus A – neu — C.C. Buchner, Produktseite mit fünf Synopsen
- ROMA Ausgabe A — C.C. Buchner, Produktseite mit Synopsen zu sechs Bundesländern
- Adeamus! Ausgabe B — Cornelsen, Ausgabe B · LateinLex, Inhaltsübersicht
- Adeamus! Ausgabe C — Cornelsen, Reihenseite · LateinLex, Inhaltsübersicht
- Via mea — Cornelsen, Reihenseite mit Inhaltsverzeichnissen · Landesbildungsserver Baden-Württemberg · Bente Lucht, Rezension in Forum Classicum 2/2013 (PDF)
- tibi — Cornelsen, Schülerbuch Band 1 mit „Blick ins Buch“
- Studium Latinum — Universität Freiburg, Grammatik-Beispielsätze (PDF)
A textbook’s progression is planning information: publishers themselves provide it as editable teaching schedules, schools build their curricula on it, and subject didactics studies it. We use it for exactly the purpose for which it is published.