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Elaboration (6) ACLFWU126

understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

Elaboration (1) ACLFWU128

reflecting on ways the target language community divides the natural and cultural worlds and comparing this to other indigenous and western systems of classification

Elaboration (5) ACLFWU128

understanding that culturally significant attitudes and beliefs conveyed through the target language are related to the past, to land, plants, animals and celebrations

Elaboration (4) ACLFWU129

identifying keeping places for language texts and the contexts in which they exist, for example, in the community, national archives

Elaboration (4) ACLCLU011

recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias

Elaboration ACLCLU015

exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes

Elaboration (14) ACLCLE020

translating, independently or in collaboration with peers, unseen texts with compound or complex sentences, drawing on familiarity with the style and language of texts already studied

Elaboration (4) ACLCLU028

reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of ancient Greeks and how they conceptualised their world

Elaboration (3) ACLCLE033

discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition, alliteration, assonance, onomatopoeia

Elaboration (3) ACLCLU043

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

Elaboration ACLCLU045

exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes

Elaboration (13) ACLCLE050

translating, independently or in collaboration with peers, unseen texts with compound or complex sentences, drawing on familiarity with the style and language of texts already studied

Elaboration ACLCLU056

recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence

Elaboration ACLCLU058

discussing Roman values that are embedded in language, such as pietas, virtus, hospitium, fides

Elaboration (4) ACLCLU058

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

Elaboration (9) ACLCLU058

reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of the Romans and how they conceptualised their world

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) ACELY1813

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language devices such as evaluative …

Elaboration (1) ACLARU034

recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور, or by identifying ways in which the residual …

Elaboration (3) ACLFRU036

learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? …

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