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- Classical Greek - Australian Curriculum
- Classical Greek- Australian Curriculum
- Classical Greek- Years 7 to 10
- Years 9-10 Classical Greek Syllabus
- 9-10 Content Descriptions - Understanding language and culture
- 9-10 Strand Understanding language and culture
9-10 Strand Understanding language and culture
Understanding systems of language
apply the phonological and orthographic systems of Classical Greek in a range of contexts
- applying knowledge of sound and spelling changes, for example, when stops β/π/φ, τ/δ/θ/ζ, κ/γ/χ are followed by sigma, as in σπεύδω/ἔσπευσα, πέμπω/ἔπεμψα, διώκω/ἐδίωξα
- noting that iota subscript is given in the upper case when reading Classical Greek inscriptions
- recognising the component parts of compound words that involve the transfer of aspirates, for example, κατά + ἵστημι = καθίστημι
- applying knowledge of non-Attic versions of common words, for example, θάλασσα (θάλαττα), πονέω (πονῶ), ἐς (εἰς), μάτηρ (μήτηρ)
- applying knowledge of diacritical marks for accentuation, to distinguish between words with the same spelling, for example, interrogative and indefinite adverbs, pronouns such as τις and τίς, or verbs such as πονεῖ and πόνει
- understanding the function of crasis and elision when reading aloud, for example, κἀγαθοί = καὶ ἀγαθοί, τἄλλα = τὰ ἄλλα
- reciting or presenting extracts from Classical Greek texts, using expression to convey meaning, tone and emphasis, for example, excerpts from ‘The Iliad’ by Homer, ‘The odes of Pindar’, ‘Antigone’ by Sophocles or ‘Medea’ by Euripides
select and use vocabulary, grammatical structures and linguistic features of Classical Greek to interpret, translate and respond to texts
- applying expanded knowledge of vocabulary, grammar and problem-solving skills to translate compound sentences and complex sentences with nested clauses by completing information gap activities in extracts
- applying knowledge of -ω, contract and -μι verbs in all tenses, active and middle, indicative, imperative and infinitive forms
- applying knowledge of common irregular verbs, for example, oἶδα, ἒοικα
- demonstrating a broader understanding of moods by developing charts and mind maps, including the subjunctive and optative, as appropriate
- applying knowledge of the use of participles with the genitive absolute and the accusative absolute by completing a quiz, for example, ἡμέρας γενομένης, ἔδοξεν ταῖς κόραις πρὸς τὸν κρήνην βαίνειν and δέον τὴν πόλιν ἀμύνεσθαι, οἱ ἄνδρες τὰ ὅπλα ἔφερον
- applying knowledge of the passive voice in all applicable tenses, including first and second aorist and future
- developing a broader understanding of clauses, including fearing, conditional and indefinite clauses
- understanding the structure and use of indirect statements with ὅτι, the infinitive or the participle
- distinguishing between the simple infinitive and recognising the use of the articular infinitive, for example, ἀγαθὸς εἰς τὸ λέγειν τε καὶ πράττειν
- identifying verbs that take supplementary participles by completing tables, for example, ἔτυχον παροῦσαι αἱ γυναῖκες/οἱ Ἀθηναῖοι ἐφαίνοντο οὐ βουλόμενοι ἀγορεύειν
- applying knowledge of the comparative and superlative degrees of common irregular adjectives, for example, ἀγαθός/ἀμείνων/ἄριστος, ἀγαθός/βελτίων/βέλτιστος, ἀγαθός/κρείττων/κράτιστος
- applying knowledge of a wider range of indefinite pronouns and adjectives
- identifying the verbal adjective in -τέος, for example, οὐ λεκτέοι εἰσὶν οἱ λόγοι
explain how Classical Greek vocabulary, structures and features extend understanding of English, using metalanguage
- investigating and explaining the effect of word order in Classical Greek and English in producing emphasis and tone, for example, indignation, anger and suspense
- 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
- identifying Classical Greek roots in English scientific, technical, legal and academic terminology, for example, pathogen, symmetry, geology, metropolis, gigabyte, nanotechnology
- applying knowledge of Classical Greek to understand the formation of English words, for example, criterion/criteria, macro-economics
- recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
- recognising the influence of literary genres such as epic, tragedy, comedy, epigram, ode, history and myth, in order to understand different text types in English
- analysing language features in Classical Greek and English used to influence the intended audience, such as imagery and rhetorical devices
Understanding the interrelationship of language and culture
reflect on and explain how language, texts and artefacts provide understanding of culture and identity
- 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
- explaining why Classical Greek was the form of the language used by significant authors of Ancient Greece, such as Thucydides, Sophocles, Plato and Lysias, in texts in which they expressed the attitudes, beliefs and values of the time
- understanding how language and cultural practices are interconnected, for example, by explaining religious or political connotations associated with words such as ἡρῷον, μυστήρια, βουλη, δημαγωγος
- investigating First Nations Australians material culture such as instruments, jewellery, music, art, painting and dance, discussing how they provide an understanding of beliefs, cultural practices and social values, and making connections with those of Ancient Greece
- discussing ancient Greek values that are embedded in terms such as ξενία and considering their significance in the modern world
- discussing how the values, attitudes and practices of people living in Ancient Greek society reflect their identity and whether they are similar to or different from their own
- investigating how the study of ancient texts, language and artefacts can help to examine and interpret their own world, and analysing their own and others’ assumptions about family and civic responsibilities, traditions, values and attitudes, and how these can shape their own sense of identity
- exploring the identity and loyalty of people of Ancient Greece as members of separate city-states and relating this to their own identity as a member of a local community or a state/territory/nation
- considering how cultural diversity has continued to be an integral feature of society since ancient times
- discussing the enduring use of Classical Greek in religious contexts in the contemporary world, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, κλῆρος, ἄγγελος, ὕμνος, εὐαγγέλιον
- 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