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 (9) | 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 (9) ACLCLU008
identifying the three declensions of nouns and adjectives, including variants:first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίαςsecond declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρονthird declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ …
Elaboration (9) | ACLCLU008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE016
recognising positive and negative connotations implicit in Classical Greek words, for example, τύραννος, δαίμων
Elaboration (9) | 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 (9) ACLCLE020
translating complex sentence structures, such as subordinate clauses and indirect speech, for example, causal, purpose, result, indirect questions, commands, conditionals
Elaboration (9) | 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 (9) ACLCLU023
recognising the forms and uses of the optative mood, for example, εἴθε τὴν πατρίδα σῴζοιμεν (wish), βουλοίμεθα ἄν τοῦ ἀοιδοῦ ἀκούειν (potential optative)
Elaboration (9) | ACLCLU023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLU026
discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
Elaboration (9) | 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 (9) ACLCLU038
exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
Elaboration (9) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLU041
identifying and collecting word families in which the same Latin root is used with different prefixes or suffixes, for example, reduce, introduce, deduce, conduct, produce
Elaboration (9) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE046
recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
Elaboration (9) | 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) ACLCLU053
extending identification of indicative endings of regular and irregular verbs to different tenses
Elaboration (9) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLU056
exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
Elaboration (9) | ACLCLU056 | 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
Multimedia: Years 9 and 10
Multimedia: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources
Elaboration (4) ACLVIU187
understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of …
Elaboration (4) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (13) ACLASFU215
considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
Elaboration (13) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU089
considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
Elaboration (11) | ACLASFU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Sustainability - Years 9 and 10
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability. Field studies provide an excellent opportunity to develop and practice the skills to …
Sustainability - Years 9 and 10 | Human-nature relationships | Dimensions | Curriculum connections | Resources
Science - Years 9 and 10
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157) & (ACSHE191) Values and needs of contemporary society can influence the focus of scientific …
Science - Years 9 and 10 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Sustainability - Years 9 and 10
Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.
Sustainability - Years 9 and 10 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Sustainability - Years 9 and 10
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, …
Sustainability - Years 9 and 10 | Conservation and sustainability | Dimensions | Curriculum connections | Resources