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• 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

• 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

• 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

• 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

• VCGRCE001

  Read, comprehend and discuss Classical Greek texts, using vocabulary, grammar and textual cues, to explore the ancient Greek world

  Elaborations

  • developing an initial sense of the structure and content of texts by inferring meaning from textual cues, for example, titles, headings, images or captions to images, maps
  • listening to simple sentences in Classical Greek to infer meaning, using aural cues such as ἆρα ἤδη πονεῖτε ἐν τοῖς ἀγροῖς; ἐλθὲ δεῦρο
  • determining the general sense of texts through initial holistic reading, by identifying familiar people, vocabulary, places or topics, for example, ὁ Λεωνίδας μάχεται ἐν ταῖς Θερμοπύλαις, recognising modern editors’ use of punctuation to guide readers
  • analysing sentences, identifying and explaining the function of inflected forms, for example, ὁ δεσπότης καλεῖ τὸν δοῦλον (subject + verb + object)
  • identifying and discussing linguistic features in narratives, such as word order, use of interrogative particles, striking word choice, for example, καὶ μὴν καταβαίνει έκ τοῦ ὄρους κένταυρος μέγιστος
  • interpreting and commenting on language choices, such as patterns and length of simple and compound sentences, or use of direct speech, for example, ὁ δὲ Κύκλωψ τόν τ’ Ὀδυσσέα καὶ τοὺς ἑταίρους ὁρᾷ καί, «ὦ ξένοι» βοᾷ, «τίνες έστὲ καὶ πόθεν πλεῖτε;»
  • explaining cultural references embedded in texts, for example, μηδὲν ἄγαν
  • discussing cultural information implicit in Classical Greek vocabulary, for example, ἀνήρ, ἄριστος, σοφός, δεινός, ἥρως
  • exploring cultural elements implicit in language use, for example, vocabulary and expressions particular to specific gods and festivals, such as ὧ Ζεῦ Σῶτερ/Βρόντιε/Ξένιε, ὦ Βάκχε/Βρώμιε, ὦ Φοῖβε, ὦ Ἀθήνη Πρόμαχε
  • discussing cultural representations such as symbols, for example, the owl (Athena), trident (Poseidon), olive wreath (Olympic victory), the letter lambda (Spartans)
  • interpreting stated and implied meanings in texts and supporting an opinion with evidence from the Classical Greek, such as relationships between characters

  VCGRCE001 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• 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

• 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

• 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

• Classical Greek: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms...

  Level description | Languages | Classical Greek | Levels 7 and 8

• 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

• 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

• VCGRCE005

  Translate Classical Greek texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues

  Elaborations

  • reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references
  • considering multiple meanings of vocabulary, for example, by using dictionaries and electronic translation tools, and making appropriate selections according to context, for example, ἄριστος
  • using known vocabulary, in Classical Greek or English, and context to deduce the meaning of unknown words
  • identifying meanings of words by recognising change of form, such as irregular verb forms and third declension nouns, for example, φέρω/οἴσω, παῖς/παιδός
  • identifying parts of speech and their function in context to determine meaning, for example, identifying the verb in a sentence
  • identifying the specific function of inflected forms to determine meaning, for example, ὁ ναύκληρος καλεῖ τὸν ναύτην (subject + verb + direct object) or ὁ ἀνήρ ἐστι ποιητής (subject + verb + complement)
  • applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as subject or object, for example, τὸ δένδρον θάλλει. ὁ γεωργὸς κόπτει τὸ δένδρον
  • exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
  • selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, ἀγαθός, ἄριστος, καλός, ξένος, δεινός, πρὸς τῶν θεῶν
  • determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
  • translating Classical Greek into idiomatic English, for example, by translating ἔστι μοι δοῦλος, as ‘I have a slave’
  • discussing how words that refer to aspects of ancient Greek culture should be translated, for example, ὁ δῆμος (deme, people, citizen body), ὁ ἀνήρ (man, husband, hero), ξένος (stranger, guest, foreigner)
  • developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of second declension masculine nominative and third declension feminine genitive
  • discussing and correcting own translations to increase accuracy and better reflect register, tone and relationships between characters
  • collaborating with peers to interpret meaning in texts and develop and edit joint translations, using a range of ICT
  • translating, independently, unseen texts in Classical Greek into appropriate English

  VCGRCE005 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Translating