Years 7 and 8 Framework for Classical Languages
The nature of the learners Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU039
Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Latin words[Key concepts: vocabulary, meaning; Key processes: exploring, selecting]
Elaborations ScOT Terms
ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 7 and 8
By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU037
mimicking or copying the restored pronunciation of Latin words, individually or with peers
Elaboration (1) | ACLCLU037 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLU039
using print and electronic dictionaries to locate the appropriate meanings of words
Elaboration (3) | 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) 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 (3) ACLCLE035
identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt
Elaboration (3) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (10) ACLCLE035
discussing how words that refer to aspects of Roman culture should be translated, for example, servus (‘slave’ rather than ‘servant’)
Elaboration (10) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU039
understanding that one Latin word may correspond to several different English words and selecting the most appropriate meaning of a word in its context
Elaboration (4) | ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLU041
identifying words of Latin origin that are used in subjects across the school curriculum, for example, data, agriculture, commerce, equilateral, formula, mesa, tablet
Elaboration (8) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLE032
gathering, collating and presenting information about daily routine in the Roman world, such as posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Latin
Elaboration | ACLCLE032 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLE035
applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as whether nomen or cives is subject or object
Elaboration (6) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE035
selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, res; virgo; vir; consul spectaculum dat
Elaboration (9) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLE036
identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own tran …
Elaboration (4) | ACLCLE036 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLU041
researching how Latin evolved into its modern descendants, the Romance languages, and comparing words, such as numbers, duo (Latin) – deux (French) – due (Italian) – dos (Spanish) – doi (Romanian) – dois (Portuguese), or words such as ‘hand’ or ‘friend’ …
Elaboration (3) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLE034
listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Latin to convey meaning, using appropriate phrasing and expression, and the restored pronunciation, for example, cachinnare; clamare; vituperare; furcifer; monstrum …
Elaboration | ACLCLE034 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLE035
using known vocabulary, in Latin or English, and context to deduce the meaning of unknown words, for example, clamor, exclamare; puer in cubiculo dormit (dormitory)
Elaboration (2) | 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) ACLCLU039
creating a class bank of words that are frequently used, for example, tamen; alii … alii …; eheu!, and common expressions used in everyday activities, for example, salvete; ludere volo
Elaboration (1) | ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU041
applying knowledge of Latin to understand words and expressions in Romance languages, for example, tempo; liberté, égalité, fraternité; amigo; la dolce vita
Elaboration (4) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum