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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

deducing the meaning of new words by drawing on prior knowledge, derivatives and connections with familiar words, for example, actores in scaena fabulam Graecam hilare agebant; dormire, obdormire; ferre, inferre, offerre

Elaboration (4) ACLCLE051

evaluating strategies used to create fluent, accurate and idiomatic translations

Elaboration (4) ACLCLU053

analysing case usage of nouns in all five declensions, for example, partitive genitive quid novi?

Elaboration (4) ACLCLU054

building vocabulary by recognising English words derived from supines, for example, ‘mission’ from missum

Elaboration (4) ACLCLU055

analysing language features used to influence the intended audience, such as imagery or rhetorical devices

Elaboration (4) ACLCLU056

exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety

Elaboration (4) ACLCLU057

investigating famous artists’ incorporation of classical themes and subjects in postclassical sculpture, painting, music, opera, theatre

Elaboration (4) ACLCLU058

discussing language that reveals the importance of public spaces and buildings in ancient Rome, for example, forum, temples, theatres

Elaboration (4) ACLCLU059

considering how cultural diversity has continued to be an integral feature of society since ancient times

Elaboration (4) ACLCLU060

reinterpreting own experience of learning Latin, listening to others’ perspectives and comparing these with own experience

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

Structure Framework for Aboriginal Languages and Torres Strait Islander Languages

Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …

Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Achievement Standard Hindi Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है …

Achievement Standard Korean Years 3 and 4

By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …

Online safety

Online safety | Portfolios | Curriculum connections | Resources

The Arts: Visual Arts - Above satisfactory - Years 5 and 6

This portfolio of student work shows that the student understands, explores and demonstrates the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and …

The Arts: Visual Arts - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Arts: Visual Arts - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student understands and uses the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and displayed in their …

The Arts: Visual Arts - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Arts: Visual Arts - Below satisfactory - Years 5 and 6

This portfolio of student work shows that the student has some understanding of the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented in their artworks …

The Arts: Visual Arts - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Work Studies - Above satisfactory - Year 10

This portfolio of student work shows that the student can explain the relationship between changing circumstances, 21st work opportunities and the characteristics needed to participate in emerging work arrangements (WS1, WS3, WS4). The student can apply …

Work Studies - Above satisfactory - Year 10 | Portfolios | Work samples | Resources

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