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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

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 ACMMG195

choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

Elaboration ACELY1714

creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

Elaboration (2) ACTDIK015

recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11

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) ACMNA051

explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

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)

Elaboration (2) ACLJAU032

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)

Elaboration (1) ACLINU030

describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan

Elaboration ACMSP068

refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast …

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