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Elaboration (3) ACLCLU043

recognising language that reflects the nature and use of private spaces, such as domus, villa, atrium, hortus, insula

Elaboration (3) ACLCLU044

developing an understanding of life in multicultural Rome, and reflecting on similarities and differences to own lifestyle in multicultural Australia

Elaboration (3) ACLCLU045

considering how the strategies adopted while learning Latin have impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking

examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands

Elaboration (3) ACLCLE047

examining Roman architectural remains by electronic means, such as places of entertainment and worship, and exploring what they reveal about the values and attitudes of Romans

Elaboration (3) ACLCLE048

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

Elaboration (3) ACLCLE050

inferring the meaning of words and expressions, using knowledge of the text type and the author’s purpose and style, for example, res publica; rem gerere; se gerere

Elaboration (3) ACLCLE051

discussing strategies used to convey complex ideas and structures, such as the use of correlatives and subordinate clauses, the rendering of mood

Elaboration (3) ACLCLU052

understanding the significance of elision when reading verse aloud, for example, od(i) et amo

Elaboration (3) ACLCLU053

recognising reflexive pronouns and adjectives, for example, se; suus

Elaboration (3) ACLCLU054

extending vocabulary through word-building from Latin roots, for example, caelum + colo: caelicolae, and from derivatives, for example, celestial

Elaboration (3) ACLCLU055

recognising different ways of presenting the same story, for example, from the viewpoint of different characters or in the form of a flashback

Elaboration (3) ACLCLU056

recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia

Elaboration (3) ACLCLU057

recognising the transmission of literary genres, such as epic, satire, love poetry, epigram, ode

Elaboration (3) ACLCLU058

examining language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator, princeps, census, and references in texts to public service, justice and the court system

Elaboration (3) ACLCLU059

describing own public and private lives and making comparisons with those of people in ancient Rome

Elaboration (3) ACLCLU060

identifying challenges and achievements associated with learning Latin, for example, learning to ‘read between the lines’ to identify thought implicit in the use of language

Elaboration (2) ACLINC087

giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja

Elaboration (1) ACLINU098

identifying things and animals using concrete nouns, for example, school (ruang kelas, aula, tas sekolah), objects (tempat tidur, bak mandi, sepeda), places (taman, desa, hutan, pantai, mesjid) and animals (anjing, kucing, orang utan), and some nouns …

Elaboration (2) ACLJAU194

understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)

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Cross Curriculum Priorities