Elaboration (5) ACLCLE005
identifying the specific function of inflected forms to determine meaning, for example, ὁ ναύκληρος καλεῖ τὸν ναύτην (subject + verb + direct object) or ὁ ἀνήρ ἐστι ποιητής (subject + verb + complement)
Elaboration (5) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLU008
identifying the forms and functions of the nominative, vocative, accusative, genitive and dative cases of the definite article, nouns and pronouns, for example, τῶν πολιτῶν πολλοί (partitive genitive), τῇ ὑστεραίᾳ (dative of time when)
Elaboration (8) | 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 (12) ACLCLU008
recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου
Elaboration (12) | 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 (14) ACLCLU008
identifying cardinal numbers εἷς/μία/ἕν to χίλοι/αι/α and μὐριοι/αι/α and ordinal numbers πρῶτος/η/ον to χιλιοστός, μυριοστός
Elaboration (14) | 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 (3) ACLCLE016
examining and interpreting complex sentence structures, such as the use of the optative mood in indirect statements, for example, ὁ στρατηγὸς εἶπεν ὅτι οἱ σύμμαχοι δ’ ὁλίγου νικήσοιεν
Elaboration (3) | 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 (7) ACLCLE016
investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, εἴχομεν ἡμεῖς Πύδναν καὶ Μεθώνην καὶ πάντα τὸν τόπον τοῦτον
Elaboration (7) | 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 (1) ACLCLU022
using diacritical marks for accentuation, to distinguish between words with the same spelling, for example, interrogative and indefinite adverbs and pronouns, such as τις and τίς, or verbs, such as πονεῖ and πόνει
Elaboration (1) | ACLCLU022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLU023
using the indefinite adjective τις with nouns to supply the meaning of the indefinite article in English, for example, κακόν τι πάσχει, νῆσόν τινα
Elaboration | 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 (3) ACLCLE031
analysing sentences, identifying and explaining the function of inflected forms, for example, puella canem vocat (subject + object + verb) or Aemilia est soror mea (subject + verb + complement)
Elaboration (3) | ACLCLE031 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLE034
presenting short texts orally in Latin, such as stories, dialogues or songs, to peers or the class, for example, singing songs such as gaudeamus igitur; duc, duc navem duc
Elaboration (1) | 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) ACLCLU037
matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
Elaboration (2) | ACLCLU037 | 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) ACLCLE048
interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, sine dubio, satis constat, ut mihi videtur
Elaboration (4) | ACLCLE048 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLE050
conveying emphasis and tone, such as indignation, anger, suspense, embedded in Latin word order, for example, effugere conati sunt, sed frustra
Elaboration (8) | ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (14) ACLCLU053
recognising passive voice forms and the forms of deponent verbs and distinguishing their meanings, for example, laudata est – she has been praised; collapsa est – she collapsed
Elaboration (14) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU057
discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
Elaboration (2) | ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Year 5 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 5 | English | F-10 curriculum
Year 6 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 6 | English | F-10 curriculum
Elaboration ACLASFC128
participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
Elaboration | ACLASFC128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLFWC025
formulating different types of questions to ask a class visitor, such as open and closed questions and when, why and how questions
Elaboration (4) | ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum