Elaboration (4) ACLCLU014
discussing how young people in ancient Greece may have viewed the lives of young people in the modern world
Elaboration (4) | ACLCLU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU027
investigating ancient practices in medicine and science still relevant in the modern world, such as the theories of Hippocrates, Democritus, Pythagoras, Archimedes, Eratosthenes, Aristarchus
Elaboration (6) | ACLCLU027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU028
reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of ancient Greeks and how they conceptualised their world
Elaboration (4) | ACLCLU028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU029
exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
Elaboration (1) | ACLCLU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (5) ACLCLU030
discussing how learning Classical Greek impacts on own ways of thinking and viewing the world
Elaboration (5) | ACLCLU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU042
researching elements of Roman engineering and architecture in bridges, aqueducts, amphitheatres, drainage systems and public buildings in Australia and across the world
Elaboration (6) | ACLCLU042 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU044
describing own life at home and school and making comparisons with that of young people in the Roman world
Elaboration (2) | ACLCLU044 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU044
discussing how young people in ancient Rome may have viewed the lives of young people in the modern world
Elaboration (4) | ACLCLU044 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLU056
recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
Elaboration | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU058
investigating the importance of Latin to personal status in the Roman world, as a means to social, economic and political advancement
Elaboration (2) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLU058
reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of the Romans and how they conceptualised their world
Elaboration (9) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU059
exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
Elaboration (1) | ACLCLU059 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (7) ACLCLU053
explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
Elaboration (7) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLE016
inferring meaning using knowledge of the text type and the author’s purpose and technique, for example, νῦν οὖν ἀτεχνῶς ἥκω παρασκευασμένος/βοᾶν, ὑποκρούειν, λοιδορεῖν τοὺς ῥήτορας/ἐάν τις ἄλλο πλὴν περὶ εἰρήνης λέγῃ. (Aristophanes’ Acharnians)
Elaboration (1) | ACLCLE016 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLE001
analysing sentences, identifying and explaining the function of inflected forms, for example, ὁ δεσπότης καλεῖ τὸν δοῦλον (subject + verb + object)
Elaboration (3) | ACLCLE001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (14) ACLCLU038
interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
Elaboration (14) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLE046
reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
Elaboration (4) | ACLCLE046 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE050
rendering the precise meaning of tenses in Latin into idiomatic English, for example, cotidie ibat; si veneris
Elaboration (9) | ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU052
distinguishing the change of stress required with an enclitic, for example, éstis compared with estísne; cíbus compared with cibúsque
Elaboration (1) | ACLCLU052 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (11) ACLCLU053
identifying and understanding the use of infinitives for all four conjugations and irregular verbs, for example, a prolative infinitive with amat, such as natare amat
Elaboration (11) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum