Elaboration (10) ACLCLU011

identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka

Elaboration (10) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACLCLE018

reading texts in Classical Greek and responding to questions in English to demonstrate understanding of content, context, purpose and technique

Elaboration | ACLCLE018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (7) ACLCLE020

refining translations by exploring print and online Classical Greek and English dictionaries and thesauruses to consider a variety of meanings and synonyms

Elaboration (7) | ACLCLE020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (10) ACLCLE020

rendering the precise meaning of tenses in Classical Greek into idiomatic English, for example, ἐλάμβανον/ἔλαβον

Elaboration (10) | ACLCLE020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (8) ACLCLU026

recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile

Elaboration (8) | ACLCLU026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (12) ACLCLE035

translating Latin into idiomatic English, for example, by translating ego et tu as ‘you and I’

Elaboration (12) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLE036

examining translations to determine how effectively Latin is conveyed in English idiom, such as the use of articles

Elaboration (1) | ACLCLE036 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (5) ACLCLU037

acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words

Elaboration (5) | ACLCLU037 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (6) ACLCLU039

building vocabulary by recognising Latin words commonly used in English, for example, exit, video, arena

Elaboration (6) | ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (5) ACLCLU041

identifying and using Latin derivatives to expand own English vocabulary, for example, maternal/paternal, nominate, puerile

Elaboration (5) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACLCLE048

reading Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique

Elaboration | ACLCLE048 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLU054

using a dictionary to investigate how vocabulary choices in Latin and English can express shades of meaning

Elaboration (1) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (4) ACLCLU054

building vocabulary by recognising English words derived from supines, for example, ‘mission’ from missum

Elaboration (4) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (5) ACLCLU056

recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference

Elaboration (5) | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Curriculum activity report - January to June 2018

State and territory authorities and sectors continue to implement the English curriculum with an increasing number of teachers using the National Literacy progression in conjunction with the curriculum. The English work sample portfolio has been reviewed …

Curriculum activity report - January to June 2018 | Publications | Resources and publications

How were the progressions developed?

The Australian Curriculum, Assessment and Reporting Authority (ACARA), in partnership with NSW Department of Education, led the development of national collaborative action to develop the progressions from mid-2016 to the end of 2017. During 2016, version …

How were the progressions developed? | National Literacy and Numeracy Learning Progressions | Resources

Multimedia

Multimedia | Portfolios | Curriculum connections | Resources

Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Primary matters - Issue 16 - Critical and creative thinking, December 2018

Welcome to the December issue of Primary Matters. In this edition, we are fortunate to hear from Manly West Public School Instructional Leader Sara Lind, who is leading an initiative to build a deeper understanding of the general capabilities through …

Primary matters - Issue 16 - Critical and creative thinking, December 2018 | Publications | Resources and publications

Achievement Standard English Foundation Year

Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there …

Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum