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Elaboration (6) ACLCLE001

explaining cultural references embedded in texts, for example, μηδὲν ἄγαν

Elaboration (9) ACLCLE001

discussing cultural representations such as symbols, for example, the owl (Athena), trident (Poseidon), olive wreath (Olympic victory), the letter lambda (Spartans)

Elaboration ACLCLE005

reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references

Elaboration ACLCLU014

considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context

Elaboration (1) ACLCLU014

reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these

Elaboration (11) ACLCLE016

discussing the function and power of cultural representations such as symbols, for example, the gorgon/aegis, the omphalos, Asclepius’ wand, the owl

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) ACLCLU029

considering how cultural diversity has continued to be an integral feature of society since ancient times

Elaboration (2) ACLCLU030

reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Classical Greek and their impact on perceptions of own cultural experience and ways of communicating

Elaboration ACLCLE035

reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar and cultural references

Elaboration ACLCLU044

considering own and others’ cultural assumptions about home and leisure and how these were different or similar in the Roman context

Elaboration (1) ACLCLU044

reviewing and responding to aspects of cultural practices in Latin texts and Roman artefacts, and discussing the reactions of peers to these

Elaboration (9) ACLCLE046

recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium

Elaboration (11) ACLCLE046

discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces

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 (4) ACLCLU059

considering how cultural diversity has continued to be an integral feature of society since ancient times

Elaboration (2) ACLCLU060

reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Latin and their impact on perceptions of own cultural experience and ways of communicating

The nature of the learners Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on …

Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 3 and 4 Indonesian

The nature of the learners At this level, children are developing awareness of their social world and memberships of various groups, including of the Indonesian class. They have developed initial literacy in English, and this assists to some degree in …

Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Years 7 and 8 Korean

The nature of the learners Students are beginning their study of Korean and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

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Cross Curriculum Priorities