Search

Elaboration (2) ACLCLU052

distinguishing between the primary and secondary stress in polysyllabic words, for example, spèctatóribus

Elaboration (2) ACLCLU053

recognising relative, emphatic and indefinite pronouns, for example, qui, quae, quod; ipse; quisquis; quidam

Elaboration (2) ACLCLU054

extrapolating knowledge of word origins and roots to interpret unfamiliar vocabulary, for example, aedificium: aedifico; rex, regis: regulus

Elaboration (2) ACLCLU055

analysing different texts, such as a story, historical account or speech, to understand how a version of an event can be expressed in different ways

discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures

Elaboration (2) ACLCLU057

discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia

Elaboration (2) ACLCLU058

investigating the importance of Latin to personal status in the Roman world, as a means to social, economic and political advancement

Elaboration (2) ACLCLU059

exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen

Elaboration (2) ACLCLU060

reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Latin and their impact on perceptions of own cultural experience and ways of communicating

Elaboration (1) ACMMG007

sequencing familiar events in time order

ACMSM065

prove results for sums, such as \(1+4+9\dots+n^2=\frac{n(n+1)(2n+1)}6\) for any positive integer n

Elaboration ACMNA177

identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention

Mathematics - Foundation Year

Number and place value Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) Connect number names, numerals and quantities, including zero, …

Mathematics - Foundation Year | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Numeracy - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Understand and use numbers in context connect and order number names, numerals and groups of objects using numbers up to two digits Use money recognise the different value of coins and notes in the Australian …

Numeracy - Level 1e (Foundation Year) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Numeracy - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Understand and use numbers in context identify, describe and use numbers larger than one million Interpret proportional reasoning visualise, describe and order equivalent fractions, decimals and simple percentages Interpret …

Numeracy - Level 4 (Years 5 and 6) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Numeracy - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Understand and use numbers in context compare, order and use positive and negative numbers to solve everyday problems Interpret proportional reasoning visualise and describe the proportions of percentages, ratios …

Numeracy - Level 5 (Years 7 and 8) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

ACLCHU124

Recognise parts of speech and understand basic rules of word order in simple sentences

Elaborations ScOT Terms

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements