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

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

Elaboration (12) ACLCLU038

identifying first/second and third declension adjectives, for example, laeta/laetus; tristis

Elaboration (12) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLE035

Translate Latin texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues[Key concepts: equivalence, representation; Key processes: interpreting, translating]

Elaborations ScOT Terms

ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLU043

Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes[Key concepts: language, culture, interdependence; Key processes: connecting, conceptualising, explaining]

Elaborations ScOT Terms

ACLCLU043 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLU041

Understand that Latin spread with the expansion of the Roman empire, developed over time into the Romance languages, and influenced English vocabulary[Key concepts: linguistic evolution, time (the past in the present), interconnection across concepts, …

Elaborations ScOT Terms

ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLU044

Reflect on own and others’ reactions to and assumptions about the language and culture of Roman society, considering similarities and differences to own language and culture[Key concepts: identity, interconnection across concepts; Key processes: comparing, …

Elaborations ScOT Terms

ACLCLU044 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLE031

Read, comprehend and discuss Latin texts, using vocabulary, grammar and textual cues, to explore the Roman world[Key concepts: language, culture, meaning, experience; Key processes: reading, listening, interpreting, connecting]

Elaborations ScOT Terms

ACLCLE031 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLCLU045

Reflect on self as a language learner, considering how learning Latin influences ways of learning and enhances understanding of own heritage, values and culture[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, …

Elaborations ScOT Terms

ACLCLU045 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (2) ACLCLU038

understanding noun inflections and their usage in first, second and third declensions: case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico number: villa, villae gender: masculine …

Elaboration (2) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (6) ACLCLU041

recognising connections between spelling of Latin and English words and applying understanding to improve own spelling in English, for example, first conjugation verb such as portat – English ‘portable’, compared with fourth conjugation verb audit – …

Elaboration (6) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (12) ACLCLE035

translating Latin into idiomatic English, for example, by translating ego et tu as ‘you and I’

Elaboration (12) | 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) ACLCLE036

examining translations to determine how effectively Latin is conveyed in English idiom, such as the use of articles

Elaboration (1) | ACLCLE036 | 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 (5) ACLCLU041

identifying and using Latin derivatives to expand own English vocabulary, for example, maternal/paternal, nominate, puerile

Elaboration (5) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACLCLE033

listening to and reading texts, such as stories about daily life in the city/country or public entertainment, and responding to questions in English relating to content and context

Elaboration | ACLCLE033 | 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 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 (8) ACLCLE035

exploring the effect of using the variety of English translations for tenses and making selections according to context, for example, clamat – ‘she is shouting’, ‘she shouts’, ‘she does shout’

Elaboration (8) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum