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Result list

• VCFRU089

  Identify examples of French language used to influence social and cultural relationships and practices

  Elaborations

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d’une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

  VCFRU089 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU122

  Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
  • comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
  • interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU122 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU090

  Understand that language and culture are interrelated, that they shape and are shaped by each other

  Elaborations

  • comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other
  • considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French
  • exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations

  VCFRU090 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCFRU120

  Recognise the regularities and irregularities of spoken French, and use pronunciation, rhythm and stress in increasingly complex ways

  Elaborations

  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • using tone and intonation to indicate emphasis or emotion, for example, elle a fait quoi? Il est tellement doué!
  • using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm
  • understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!
  • recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as stories, poems, songs and conversations

  VCFRU120 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU084

  Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression

  Elaborations

  • recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l’Angleterre, pourtant favourite, sur le score de 30 à 3 au Millennium Stadium de Cardiff)
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), incomplete sentences and reliance on non-verbal elements and vocal expression (Dis donc, t’es là? Je suis déjà là — t’es où toi?)
  • recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)

  VCFRU084 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU088

  Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange

  Elaborations

  • exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and technology
  • identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities such as sports, martial arts, dance, cooking, fashion
  • considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

  VCFRU088 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGRCE021

  Evaluate different translations and interpretations of Classical Greek texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations

  Elaborations

  • evaluating the effectiveness of translations, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness, clarity, idiomatic expression
  • discussing how closely and effectively translations convey the author’s meaning and intent
  • critically analysing the merits of different translations of the same text, presenting and justifying opinions, and recognising skills of others
  • discussing strategies used to convey complex ideas and structures, such as subordinate clauses, rendering of mood and the use of correlatives, for example, τόσος/ὅσος, τοῖος/οἷος
  • evaluating strategies used to create fluent, accurate and idiomatic translations
  • applying identified strategies to the translation of seen and unseen texts

  VCGRCE021 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Translating

• VCGRCE016

  Read, analyse and interpret Classical Greek texts, using vocabulary, grammar and textual cues, to engage with the ancient Greek world

  Elaborations

  • predicting the context and content of Classical Greek texts through initial holistic reading, by identifying key words and phrases, for example, οἱ βάρβαροι μάλα φοβούμενοι
  • inferring meaning using knowledge of the text type and the author’s purpose and technique, for example, νῦν οὖν ἀτεχνῶς ἥκω παρασκευασμένος/βοᾶν, ὑποκρούειν, λοιδορεῖν τοὺς ῥήτορας/ἐάν τις ἄλλο πλὴν περὶ εἰρήνης λέγῃ. (Aristophanes’ Acharnians)
  • investigating and explaining the effect of word order in Classical Greek in producing emphasis and tone, for example, indignation, anger, suspense
  • examining and interpreting complex sentence structures, such as the use of the optative mood in indirect statements, for example, ὁ στρατηγὸς εἶπεν ὅτι οἱ σύμμαχοι δ’ ὁλίγου νικήσοιεν
  • reflecting on the particular use of tenses in Classical Greek and making comparisons with English, such as use of aspect, vivid use of the present in indirect speech, or use of the aorist in gnomic statements, for example, παθὼν δέ τε νήπιος ἔγνω
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, οὖν, γάρ. μέντοι, δήπου
  • discussing conventions of Classical Greek texts, such as the inclusion of speeches in historiography
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, εἴχομεν ἡμεῖς Πύδναν καὶ Μεθώνην καὶ πάντα τὸν τόπον τοῦτον
  • explaining allusions to historical or mythological characters who exemplify Greek virtues, such as Achilles, Hector, Theseus, Solon, Socrates
  • recognising positive and negative connotations implicit in Classical Greek words, for example, τύραννος, δαίμων
  • examining cultural assumptions that influence ways in which meanings are expressed or interpreted, for example, the use of pompous or tragic language for comic effect in Aristophanes’ plays
  • discussing the function and power of cultural representations such as symbols, for example, the gorgon/aegis, the omphalos, Asclepius’ wand, the owl
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Classical Greek, using ICT collaboratively

  VCGRCE016 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCGRCE017

  Convey interpretations of information and ideas about ancient Greek society and culture, in oral, written and digital forms, using Classical Greek as appropriate

  Elaborations

  • discussing how cultural attitudes are conveyed in Classical Greek texts, such as attitudes to slaves or women, cleanliness, food, for example, conducting a role-play, forum on salient issues, ‘Q & A’ session
  • investigating legal rights and obligations of citizens, social classes or property rights, for example, building a digital representation of social strata
  • researching ancient Greek urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Agora or the Acropolis of Athens, with written or oral text in English or simple sentences in Classical Greek
  • examining architectural remains of ancient Greece, such as places of entertainment and worship, and discussing what they reveal about the values and attitudes of ancient Greeks
  • gathering and collating information about ancient Greek art, including sculpture, jewellery and painting, for example, producing and presenting an online exhibition catalogue
  • researching references in Classical Greek texts to historical or mythological characters, such as Themistocles or Achilles
  • exploring Classical Greek inscriptions to elicit and present information about ancient Greek society, for example, vases, funerary stelae, ostraka, and creating own examples in English or Classical Greek

  VCGRCE017 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCGRCE019

  Read aloud, recite or perform Classical Greek texts to entertain others, using strategies such as phrasing and voice inflection to convey meaning and emotion

  Elaborations

  • reading aloud passages or extracts from different genres of Classical Greek literature, such as Socratic dialogue, oratory, historiography, drama or poetry, with appropriate expression, phrasing, stress and tone to convey meaning
  • reciting or presenting extracts from Classical Greek texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, excerpts from Homer’s Iliad, Pindar’s victory odes
  • performing extracts from Classical Greek plays for the appreciation of an audience, for example, from Sophocles’ Antigone or Euripides’ Medea

  VCGRCE019 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCGRCE018

  Respond to Classical Greek texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading texts in Classical Greek and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • discussing how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems, letters or speeches, for example, Pericles’ funeral oration
  • discussing epic plots and characters, such as the depiction of Croesus in Herodotus’ Histories, Dicaeopolis in Aristophanes’ Acharnians, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, through the use of particles πῶς γὰρ οὔ; καὶ γάρ, ἆρα οὐ/ἆρα μή
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, such as hyperbole, for example, μύριοι, or irony, for example, Socratic dialogue or dramatic irony
  • evaluating the effectiveness of texts, by considering the use of techniques, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCGRCE018 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCGRCE020

  Translate a range of texts that incorporate complex sentence structures and extensive vocabulary from Classical Greek into Standard English, representing the style and purpose of the texts

  Elaborations

  • reading holistically to deduce the context and content of Classical Greek texts, by identifying key words and phrases
  • applying expanded knowledge of vocabulary, grammar and problem-solving skills to translate compound sentences and complex sentences with nested clauses
  • conveying shades of meaning of a range of subtle vocabulary, for example, inferring the different connotations of a word in a particular context, such as δίκη
  • inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)
  • expanding the variety of English translations for verb tenses or moods, for example, to express aspect in a command, παύου (general/ongoing) compared to παῦσαι (once)
  • deducing the meaning of new words, by drawing on prior knowledge, derivatives and connections with familiar words, for example, σαρκοφάγος, κακοδαίμων
  • recreating mood, tone and dramatic impact in English translations by selecting appropriate vocabulary, comparing and contrasting potential choices, for example, τύχη (chance, luck, fortune), συμφορά (event, circumstance, mishap, misfortune)
  • refining translations by exploring print and online Classical Greek and English dictionaries and thesauruses to consider a variety of meanings and synonyms
  • conveying emphasis and tone, such as indignation, anger or suspense, embedded in Classical Greek word order, for example, χρυσόν τε καὶ ἄργυρον φέρει ὁ Ὀδυσσεύς ἐν τῷ ἀσκῷ
  • translating complex sentence structures, such as subordinate clauses and indirect speech, for example, causal, purpose, result, indirect questions, commands, conditionals
  • rendering the precise meaning of tenses in Classical Greek into idiomatic English, for example, ἐλάμβανον/ἔλαβον
  • conveying the meaning of idiomatic expressions and culturally specific terms, for example, ἀρετή, δαίμων/δαιμόνιον/εὐδαιμονία, τα πρόβατα θόρυβον ποιεῖ, γλαύκ’Ἀθήναζε/γλαύκας εἰς Ἀθήνας, by choosing appropriate English terms and expressions
  • constructing and editing translations collaboratively with peers, using a range of ICT
  • correcting own translations to increase accuracy and better reflect register, tone and relationships
  • 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

  VCGRCE020 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Translating

• VCGRCU023

  Understand concepts of accidence and syntax used in complex sentences in Classical Greek, including subordinate clauses, pronoun forms, mood, voice, and conventions of complex sentence structure

  Elaborations

  • using the indefinite adjective τις with nouns to supply the meaning of the indefinite article in English, for example, κακόν τι πάσχει, νῆσόν τινα
  • conjugating -ω verbs in perfect and pluperfect tenses, active and middle, indicative, imperative and infinitive forms, for example, εἴρηκα/εἴρημαι, ἑόρακα/ἑώραμαι
  • conjugating -ω verbs in the passive voice in all applicable tenses including first and second aorist and future, for example, ἐλύθην/λυθήσομαι, ἐφάνην/φανήσομαι
  • conjugating contract verbs in all tenses and voices, including verbs in –οω, for example, δηλῶ, ἐλευθερῶ
  • conjugating -μι verbs, including δίδωμι, τίθημι, ἵστημι, ἵημι, δείκνυμι, φημί
  • conjugating common irregular verbs, for example, oἶδα, ἒοικα
  • forming the comparative and superlative degrees of common irregular adjectives, for example:
    • ἀγαθός/ἀμείνων/ἄριστος, ἀγαθός/βελτίων/βέλτιστος, ἀγαθός/κρείττων/κράτιστος
    • κακός/κακίων/κάκιστος, κακός/χείρων/χείριστος
    • καλός/καλλίων/κάλλιστος
    • μέγας/μείζων/μέγιστος
    • πολύς/πλείων/πλεῖστος
  • identifying the use of participles with the genitive absolute and the accusative absolute, for example, ἡμέρας γενομένης, ἔδοξεν ταῖς κόραις πρὸς τὸν κρήνην βαίνειν and δέον τὴν πόλιν ἀμύνεσθαι, οἱ ἄνδρες τὰ ὅπλα ἔφερον
  • recognising the forms and uses of the subjunctive mood, for example, ταχέως ἵωμεν (exhortation), τί ποιῶμεν; (deliberation), μὴ δέξησθε τὰ δῶρα (prohibition), οἱ στρατιῶται φεύγουσιν ἵνα μὴ ὑπὸ τῶν πολεμίων ληφθῶσιν (purpose clause), φοβοῦμαι μὴ ὁ δεσπότης οὐκ ἐθέλῃ παῦσαι τὸν πόνον (clause of fearing)
  • recognising the forms and uses of the optative mood, for example, εἴθε τὴν πατρίδα σῴζοιμεν (wish), βουλοίμεθα ἄν τοῦ ἀοιδοῦ ἀκούειν (potential optative)
  • understanding the structure and use of indirect statements with ὅτι, the infinitive or the participle, for example, ὁ ἄγγελος εἶπεν ὅτι οἱ πολέμιοι ἤδη προσχωροῦσιν/ὁ πάτηρ ἔφη ἀνάγκην εἶναι οἴκαδε ἐπανιέναι/οἱ παῖδες εἶδον λύκον μέγαν πρὸς τὴν οἰκίαν προσιόντα
  • understanding the structure and use of conditional clauses, for example, ἐὰν τῷ δημαγωγῷ πιστεύῃς, μῶρος εἶ/ἐὰν τὸν δοῦλον καλέσῃς, βραδέως ἀφίξεται/εἰ ὁ παῖς τοῦτο ἐποίησεν, ἐδέξατο ἄν τον ἔπαινον
  • understanding the structure and use of indefinite clauses, for example, ὅστις ἄν ἔξω τῶν τῆς πόλεως ὁρῶν εὑρεθῇ, ἐν κινδύνῳ μεγάλῳ ἔσται/ἐπειδὰν γένηται ἡ πανήγυρις, πάντες οἱ Ἀθηναῖοι εἰς τὴν ἀγορὰν σπεύδουσιν
  • identifying the articular infinitive, for example, ἀγαθὸς εἰς τὸ λέγειν τε καὶ πράττειν
  • identifying the verbal adjective in –τέος, for example, οὐ λεκτέοι εἰσὶν οἱ λόγοι
  • identifying verbs that take supplementary participles, for example, ἔτυχον παροῦσαι αἱ γυναῖκες/οἱ Ἀθηναῖοι ἐφαίνοντο οὐ βουλόμενοι ἀγορεύειν
  • understanding the sequence of tenses and moods in complex sentences (primary and secondary sequences), for example, λέγει ὅτι εἰ ὁ ἀνὴρ τοῦτο εἶπεν, ἐψεύδετο/εἶπεν ὅτι εἰ ὁ ἀνὴρ τοῦτο εἴποι, ψεύδοιτο ἄν
  • recognising creative variations in Classical Greek word order to focus on action, or to create suspense by delaying a key word, phrase or clause
  • elaborating strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU023 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

• VCGRCU030

  Reflect on self as a language learner, explaining how the study of Classical Greek influences own communicative behaviours, ways of thinking and viewing the world

  Elaborations

  • exploring own sense of identity, challenging own and others’ assumptions about family and civic responsibilities, traditions, values and attitudes
  • drawing on knowledge of ancient society to examine and interpret own world, including aspects such as ancestry, values, traditions, social status, family and national pride
  • reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Classical Greek and their impact on perceptions of own cultural experience and ways of communicating
  • identifying challenges and achievements associated with learning Classical Greek, for example, learning to ‘read between the lines’ to identify thought implicit in the use of language
  • reinterpreting own experience of learning Classical Greek, listening to others’ perspectives and comparing these with own experience
  • discussing how learning Classical Greek impacts on own ways of thinking and viewing the world

  VCGRCU030 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Reflecting

• VCGRCU022

  Understand and apply the principles of pronunciation for the reading of Classical Greek texts

  Elaborations

  • developing fluency in recognising sound and spelling changes, for example, those that occur when stops (β/π/φ, τ/δ/θ/ζ, κ/γ/χ) are followed by sigma, as in σπεύδω/ἔσπευσα, πέμπω/ἔπεμψα, διώκω/ἐδίωξα
  • using diacritical marks for accentuation, to distinguish between words with the same spelling, for example, interrogative and indefinite adverbs and pronouns, such as τις and τίς, or verbs, such as πονεῖ and πόνει
  • recognising the component parts of compound words involving transfer of aspirates, for example, κατά + ἵστημι = καθίστημι
  • recognising non-Attic versions of common words, for example, θάλασσα (θάλαττα), πονέω (πονῶ), ἐς (εἰς), μάτηρ (μήτηρ)
  • understanding the function of crasis and elision when reading aloud, for example, κἀγαθοί = καὶ ἀγαθοί, τἄλλα = τὰ ἄλλα
  • noting that iota subscript is given in the upper case when reading Classical Greek inscriptions

  VCGRCU022 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

• VCGRCU026

  Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, from the Hellenistic period onwards, Koine Greek developed from Classical Greek to become the lingua franca of Eastern Mediterranean lands and the language of the New Testament
  • discussing the spread of Greek influence across the Mediterranean and Black Sea, including the use of Greek as the common language for government, trade, commerce, education and law
  • investigating how the Greek language allowed the spread of innovative Greek ideas in the areas of science, medicine, mathematics, historiography, geography and philosophy, for example, μαθηματικά, γεωγραφία, ἱστορία, φιλοσοφία
  • recognising that there were many dialects of Greek spoken in antiquity, such as Doric, Aeolic, Arcado–Cypriot
  • exploring famous centres of Greek learning and culture such as Alexandria, Antioch and Ephesus
  • recognising the spread of Greek ideas in the Roman world, shown by the use of borrowed Greek vocabulary in Latin to denote such concepts as stadium, palaestra, rhetor theatrum, comedia, stoica, philosophia
  • exploring abstract concepts derived from Classical Greek, such as philanthropy, idol, autonomy, paradox, aesthetics, nostalgia, agony
  • exploring and discussing the meaning of Classical Greek sayings used in literature, such as μηδὲν ἄγαν, γνῶθι σαυτόν, μολὼν λαβέ
  • recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile
  • discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
  • examining the Classical Greek roots of English words in subjects across the school curriculum, such as theorem, metaphor, photosynthesis, chlorine, atom, planet, geophysical, ecosystem, orchestra, music, scene, dialogue, chorus, athletics
  • identifying Classical Greek roots in English scientific, technical and medical terminology, for example, catalyst, aerodynamic, pathogen, bacteria, atherosclerosis, acne, asthma, chromatography, symmetry, thermometer, seismic
  • exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride
  • applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
  • discussing the enduring use of Classical Greek in religious contexts, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, βάπτισμα, συναγωγή, κλῆρος, ἄγγελος, πρεσβύτερος, ὕμνος, βίβλος, εὐαγγέλιον

  VCGRCU026 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCGRCU027

  Discuss how the ancient Greek world has influenced the modern world, in its social, political and legal structures; philosophy; literature; arts; and medical and scientific practices

  Elaborations

  • discussing the ancient origins of modern political and legal structures and concepts, such as jury service, elections, trials
  • exploring modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical Greek period
  • researching the influence of leading Greek intellectuals, such as Socrates, Plato, Aristotle, on modern Western philosophy
  • discussing influences of Classical Greek literature on modern novels, poetry, drama and film, such as World War I poetry, David Malouf’s Ransom, Anouilh’s Antigone, A Dream of Passion (Medea)
  • recognising the importance of literary genres such as epic, tragedy, comedy, epigram, ode, history, myth
  • viewing artworks to investigate the incorporation of classical techniques and themes by later artists, for example, Botticelli, Michelangelo, Bernini
  • investigating ancient practices in medicine and science still relevant in the modern world, such as the theories of Hippocrates, Democritus, Pythagoras, Archimedes, Eratosthenes, Aristarchus

  VCGRCU027 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCGRCU028

  Identify how cultural values, attitudes and beliefs of the ancient Greeks are embedded in their language

  Elaborations

  • discussing ancient Greek values that are embedded in terms such as such as σοφία and ξενία and considering their significance in the modern world
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as ἱερόν/τέμενος/ἡρῷον/ἄβατον/μυστήρια/εὐσέβεια
  • investigating the use of dialects to denote differences in ethnicity and social status in ancient Greece, for example, Aristophanes’ use of Doric to ridicule a Spartan character
  • exploring the formal language that ancient Greeks used for greetings, or responding to the challenges of public life, such as ἔρρωσθε καὶ ἐδαιμονεῖτε, ἀσπάζομαι, ὦ ἄνδρες Ἀθηναῖοι, ὦ δικασταί, and making comparisons with own language use in formal contexts
  • 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

  VCGRCU028 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Role of language and culture

• VCGRCU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of ancient Greek society, discussing how these relate to own language and culture

  Elaborations

  • discussing how values, attitudes and practices of people living in ancient Athens or Sparta are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity and loyalty of the ancient Greeks as members of separate city-states and members of a broader Greek world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing and comparing own public and private lives with those of people in ancient Greece
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating may have been perceived by people of the past

  VCGRCU029 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Reflecting

• VCGRCU025

  Analyse the structure and features of different text types in Classical Greek, exploring how they relate to context, purpose and audience

  Elaborations

  • identifying the purpose and specific features of prose and verse texts, such as in the structure of Classical Greek plays, for example, πρόλογος, πάροδος, ἐπεισόδια, στάσιμα, ἔξοδος
  • making connections and comparisons between a new text and familiar texts of the same type
  • analysing texts to understand how different points of view are expressed, for example, the response of several characters to a dramatic decision, such as the recall of military generals to Athens to stand trial after the Athenian victory at Arginusae in 406 BCE
  • recognising different ways of presenting the same story, for example, from the viewpoint of different characters or in the form of a flashback
  • analysing language features used to influence the intended audience, such as imagery, rhetorical devices

  VCGRCU025 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language