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Elaboration (10) ACLCLE001

interpreting stated and implied meanings in texts and supporting an opinion with evidence from the Classical Greek, such as relationships between characters

Elaboration (2) ACLCLU014

developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia

Elaboration ACLCLE001

developing an initial sense of the structure and content of texts by inferring meaning from textual cues, for example, titles, headings, images or captions to images, maps

developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of second declension masculine nominative and third declension feminine genitive

Elaboration ACLCLU009

developing own and class lists of vocabulary related to texts and topics, such as daily life in ancient Greece, for example, δοῦλος/δεσπότης, γυμνάσιον/παλαίστρα

Elaboration ACLCLU024

developing vocabulary lists pertinent to particular reading, for example, philosophical words, poetic words and military words, such as στρατός, στρατηγός, στρατιώτης, στρατόπεδον

Elaboration (1) ACLCLU007

recognising the use of the upper case in Classical Greek to distinguish proper nouns

Elaboration (4) ACLCLE016

reflecting on the particular use of tenses in Classical Greek and making comparisons with English, such as use of aspect, vivid use of the present in indirect speech, or use of the aorist in gnomic statements, for example, παθὼν δέ τε νήπιος ἔγνω

Elaboration (2) ACLCLU028

investigating the use of dialects to denote differences in ethnicity and social status in ancient Greece, for example, Aristophanes’ use of Doric to ridicule a Spartan character

Elaboration (5) ACLCLU009

developing strategies for vocabulary building by applying knowledge of roots and derivatives, for example, ἄγγελος (angel/archangel/evangelist), περί (periscope/perimeter/periphery), μόνος/η/ον (monotony, monologue, monopoly)

Elaboration ACLCLU022

developing fluency in recognising sound and spelling changes, for example, those that occur when stops (β/π/φ, τ/δ/θ/ζ, κ/γ/χ) are followed by sigma, as in σπεύδω/ἔσπευσα, πέμπω/ἔπεμψα, διώκω/ἐδίωξα

Elaboration (1) ACLCLE006

examining translations to determine how effectively Classical Greek is conveyed in English idiom, such as the use of participles

Elaboration (7) ACLCLU007

recognising that punctuation in Classical Greek can be different from English, for example, the use of the semicolon as the question mark in Classical Greek

Elaboration (6) ACLCLU012

recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer

Elaboration (3) ACLCLE018

analysing plot development in texts such as plays and stories, discussing features, for example, use of comic episode, plot twist, climax, resolution

Elaboration (6) ACLCLE018

evaluating the effectiveness of texts, by considering the use of techniques, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

Elaboration (5) ACLCLE003

identifying and discussing the techniques writers use to achieve specific effects, such as the use of antithesis to create humour or surprise, for example, ὁ μὲν διδάσκαλος πονεῖ, οἱ δὲ μαθηταὶ καθεύδουσιν

Elaboration (4) ACLCLE003

recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension

Elaboration (7) ACLCLU012

researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns

Elaboration (10) ACLCLE016

examining cultural assumptions that influence ways in which meanings are expressed or interpreted, for example, the use of pompous or tragic language for comic effect in Aristophanes’ plays

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