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• VCGRCU011

  Understand that Greek spread with the expansion of the ancient Greek world, and developed over time, influencing English and other languages

  Elaborations

  • recognising that Greek is a member of the Indo-European family of languages, related to other ancient languages, such as Latin, Sanskrit and Old Persian
  • recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE
  • recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer
  • identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor
  • recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias
  • locating on a map the places where Greek was spoken in antiquity around the Mediterranean basin from Spain to the coast of Turkey and across the Black Sea
  • investigating how the geography of mainland Greece influenced the development of independent city-states such as Athens, Sparta, Corinth and Thebes
  • exploring the spread of Greek colonies across the Mediterranean and Black Sea coastlines, such as Syracuse (Sicily), Naples (Italy), Marseilles (France), Cyrene (Libya), Miletus (Turkey), Emporion (Spain)
  • identifying and using Classical Greek derivatives to expand own English vocabulary, for example, sceptic, cynic, antithesis
  • recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
  • identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka
  • identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
  • identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology
  • applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν
  • identifying similarities between Classical Greek and other Indo-European languages by comparing cognate words, such as ἕξ: sex (Latin), sechs (German), six; πατήρ: pater (Latin), Vater (German), father

  VCGRCU011 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• 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

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• 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

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• 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

• 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

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• Classical Greek: Levels 9 and 10 description

  Students apply the principles of pronunciation for the reading of Classical Greek texts, for example, using accentuation, crasis and elision to maintain speech flow. They apply an extended knowledge of accidence and syntax, including parts of speech, case, gender, number, person, declension, for example,

  Level description | Languages | Classical Greek

• 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

• Classical Greek: Levels 7 and 8 description

  Students become familiar with the sounds of Classical Greek, including the restored pronunciation. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Classical Greek texts, such as stories, dialogues, songs or plays, and develop their understanding of...

  Level description | Languages | Classical Greek

• VCGRCU007

  Understand the phonological and orthographic systems of Classical Greek, including the restored pronunciation and the written alphabet

  Elaborations

  • learning the Greek alphabet in lower and upper case, including final sigma, matching script to sound, for example, δ = d, γ = g, θ = th
  • recognising the use of the upper case in Classical Greek to distinguish proper nouns
  • mimicking or copying restored pronunciation of Classical Greek words, individually or with peers
  • writing simple sentences in Classical Greek to consolidate knowledge of script
  • recognising and representing diphthongs, double consonants and aspirated consonants, for example, αι, γγ, ψ, ξ, θ, χ, φ
  • recognising and using diacritical marks to show aspiration and iota subscript, for example, ἡ ὁδός, τῇ ὁδῷ
  • learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae
  • recognising that punctuation in Classical Greek can be different from English, for example, the use of the semicolon as the question mark in Classical Greek

  VCGRCU007 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• 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

• VCGRCU015

  Reflect on self as a language learner, considering how learning Classical Greek influences ways of learning and enhances understanding of own heritage, values and culture

  Elaborations

  • exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes
  • considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Classical Greek, noting personal reactions and reflections over time
  • considering how learning Classical Greek has impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking
  • reflecting on the experience of learning Classical Greek, considering how it might add a further dimension to own sense of identity
  • reflecting and reporting on how learning Classical Greek gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

  VCGRCU015 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCGRCU008

  Understand concepts of accidence and syntax used in simple and compound sentences in Classical Greek, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, mood, voice, participles and infinitives

  Elaborations

  • recognising that Greek verbs have variable endings that indicate person and number, for example, φέρω, φέρουσιν
  • conjugating -ω verbs in the present, future, imperfect and aorist tenses, active and middle, for example, λύω/λύομαι
  • conjugating contract verbs –εω, –αω in the present, future imperfect and aorist tenses, active and middle, for example, φιλῶ/φιλοῦμαι, τιμῶ/τιμῶμαι
  • using the imperative in the present and aorist tenses, active and middle, for example, σπεῦδε/σπεῦσον
  • using the infinitive and participles, active and middle, in the present, future and aorist tenses, for example, παύειν/παύων, παύσειν/παύσων, παῦσαι/παύσας
  • using the irregular verb ‘to be’ in the present, future and imperfect tenses, for example, εἰμἰ/ἔσομαι/ἦν
  • using the definite article to identify the number, gender and case of nouns, for example, αἱ ὁδοί, τούς δικαστάς
  • recognising that the definite article, nouns, pronouns and adjectives inflect to show number and case, for example, ὁ ἡμέτερος πατήρ, τὰ μικρὰ ἄροτρα
  • identifying the forms and functions of the nominative, vocative, accusative, genitive and dative cases of the definite article, nouns and pronouns, for example, τῶν πολιτῶν πολλοί (partitive genitive), τῇ ὑστεραίᾳ (dative of time when)
  • identifying the three declensions of nouns and adjectives, including variants:
    • first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίας
    • second declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρον
    • third declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ πόλις, ὁ βασιλεύς, τὸ τεῖχος
  • identifying forms of common irregular nouns, for example, ἠ ναῦς, ὀ βοῦς
  • identifying forms of common irregular adjectives, for example, μέγας/μεγάλη/μέγα, πολύς/πολλή/πολύ, πᾶς/πᾶσα/πᾶν
  • recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου
  • recognising the comparative and superlative degrees of regular adjectives, for example, ἀνδρεῖος, ἀνδρειότερος, ἀνδρειότατος
  • identifying cardinal numbers εἷς/μία/ἕν to χίλοι/αι/α and μὐριοι/αι/α and ordinal numbers πρῶτος/η/ον to χιλιοστός, μυριοστός
  • identifying the forms and application of personal, interrogative, indefinite, demonstrative and relative pronouns, for example, ἐγώ/σύ, ἡμεῖς/ὑμεῖς, τίς/τί, τις/τι, οὗτος/αὕτη/τοῦτο, ὅς/ἥ/ὅ
  • distinguishing between prepositional phrases using the accusative, genitive and dative cases, for example, πρὸς τὴν πόλιν, πρὸς τῶν θεῶν, πρὸς τῇ νηί
  • forming positive, comparative and superlative adverbs from adjectives, for example, ἀληθῶς/ἀληθέστερον/ἀληθέστατα
  • analysing the functions of words in sentences from their inflected forms, such as subject + verb + complement, subject + verb + direct object, preposition + noun, for example, τὸ ἄνθος καλὸν ἐστίν. ὁ γεωργὸς τὸν κλῆρον σκάπτει. ὁ στρατὸς πορεύεται πρὸς τὰ τῆς πόλεως τείχη
  • recognising how word order may be different in Classical Greek, such as the use of the attributive and predicative position of the adjective to vary meaning, for example, ἡ καλὴ κόρη and καλὴ ἡ κόρη
  • recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ
  • learning strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU008 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU009

  Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Classical Greek words

  Elaborations

  • developing own and class lists of vocabulary related to texts and topics, such as daily life in ancient Greece, for example, δοῦλος/δεσπότης, γυμνάσιον/παλαίστρα
  • creating a class bank of words frequently found in Classical Greek, for example, μῦθος/ἥρως/θηρίον, ναῦς/ναύτης/ναύκληρος/ναυμαχίαν, πλοῦς/ἱστίον/ἐρέτης/λιμήν, and common expressions used in everyday activities, for example, χαίρετε, τὶ πράττεις; ἐλθὲ δεῦρο, φεῦ, οἴμοι, εὖγε, εὖ ποιεῖς, σὺν ἀλλήλοις
  • practising vocabulary knowledge, for example, by using electronic resources
  • using print and electronic dictionaries to locate the appropriate meanings of words
  • understanding that one Classical Greek word may correspond to several different English words, and selecting the most appropriate meaning of a word in its context
  • developing strategies for vocabulary building by applying knowledge of roots and derivatives, for example, ἄγγελος (angel/archangel/evangelist), περί (periscope/perimeter/periphery), μόνος/η/ον (monotony, monologue, monopoly)
  • building vocabulary by recognising Classical Greek words commonly used in English, for example, idea, aroma, drama, synthesis, analysis, antithesis, hyperbole

  VCGRCU009 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• 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

• Languages | Classical Greek: Structure

  Sequences of learning

  Victorian Curriculum Classical Greek has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...

  Overview material | Classical Greek

• 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