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- Latin - Australian Curriculum
- Latin - Australian Curriculum
- Latin - Years 7 to 10
- Years 7-8 Latin Languages Syllabus
- 7-8 Content Descriptions - Engaging with the ancient Roman world through texts
- 7-8 Strand Engaging with the ancient Roman world through texts
7-8 Strand Engaging with the ancient Roman world through texts
Accessing and responding to Latin texts
access and interpret Latin texts to explore the ancient Roman world
- using a map of the ancient world to locate the Roman Empire and places where Latin was spoken in antiquity and recognising the connection between the spread of Roman culture and the spread and evolution of the Latin language
- reading Latin texts and examining artefacts to learn about Roman daily life, for example, the family, daily routines, food, occupations, schooling, public entertainment and ceremonies, politics and leisure pursuits
- examining artefacts, images, inscriptions and writings to learn about important aspects of a Roman town, for example, the forum, temples, theatres, shops and roads, and what these can reveal about daily life
- exploring the importance of storytelling in capturing language, heritage and history, and recognising that stories connect societies across time and place
- reading a range of sources to research the purpose and function of the forum during elections and in the campaigning and voting process for candidates, for example, Pompeii
- comparing details from different sources such as historical records, speeches and inscriptions, about Roman social structure such as citizenship and slavery, and discussing what they reveal about varying attitudes in the Roman period
- reading historical accounts and interpreting the information about significant events in Roman history, for example, Pliny’s eyewitness account of the eruption of Vesuvius
- gathering information from texts about Roman religious beliefs and practices, for example, the Olympian deities, Lares et Penates, special festivals such as the Liberalia, Saturnalia and the Vestalia
- listening to and/or reading Roman myths and legends in English and discussing what these stories reveal about Roman attitudes and values
- reading English translations or modified Latin texts of the works of authors of the ancient world, such as Virgil, Homer, Horace and Ovid, for example, stories or plays based on the Trojan War, mythology and epic heroes
- identifying influences from Latin literature on popular culture and music, for example, Harry Potter, Romeo and Juliet, superheroes such as Superman and Hercules, Bastille’s Pompeii, musical instruments such as horns, pipes and the lyre
- discussing the meaning of simple Latin mottos used by modern institutions, such as school mottos or the Olympic motto Citius, Altius, Fortius
respond to texts and convey information in Latin or English, as appropriate
- creating posters or digital displays with annotations in English or words and simple phrases in Latin to share information about daily routine such as family life, education, food, entertainment, exercise, bathing and hygiene in the Roman world
- reading stories about the daily lives of the people of Ancient Rome and recreating their everyday experiences, for example, through role-play, diary entries or an imaginative animated cartoon
- creating maps, plans and diagrams using labels in Latin or English to demonstrate the purpose and function of Roman structures and institutions, for example, the Roman forum, houses, baths, roads and aqueducts
- acting out stories such as Romulus and Remus, Horatius guarding the bridge, or the Labours of Hercules to convey Roman attitudes and values
- presenting short Latin texts orally, such as stories, plays, dialogues or songs, for example, singing songs such as gaudeamus igitur; duc, duc navem duc
- responding to prompts to communicate in simple spoken and written Latin, for example, answering questions based on a text or creating short sentences in Latin
- producing news reports, blogs or documentaries about significant events in Roman history, for example, the eruption of Mount Vesuvius, the fire of Rome, the reign of an emperor
- discussing influence of Roman culture on modern novels, poetry, drama and film, and creating a visual display highlighting significant elements
- discussing how characters and plot in Latin texts are used to create humour, suspense and other effects on the audience, for example, the use of comic episodes and plot twists.
Translating
develop and apply strategies to interpret and translate Latin texts to convey meaning in English
- developing skills to infer meaning from textual cues, for example, titles, headings, images and captions
- determining the general sense of texts through initial holistic reading by identifying familiar people, vocabulary, places or topics, to contextualise new vocabulary
- using knowledge of high-frequency words in familiar and unfamiliar contexts and knowledge of Latin-derived English words to deduce the meaning of unknown Latin words, for example, clamor, exclamare; puer in cubiculo dormit
- reading sentences in Latin and using visual cues to infer meaning, such as Latin word order, capitalisation of proper nouns, modern punctuation and conjunctions
- listening to simple sentences in Latin and using aural cues to identify meaning, such as tone, inflection, emphasis and signpost words, for example, ecce, olim, cur; ubi, euge, eheu
- identifying and explaining the function of inflected forms, for example, puella canem vocat (subject+object+verb) and recognising irregular forms such as est, sunt
- translating Latin into fluent and idiomatic English, for example, by including the definite or indefinite article in the translation and determining appropriate word order in English
- discussing effective strategies to translate and the merits of different translations of the same text, for example, clamabat (she was shouting, she used to shout, she began to shout)
- developing skills in using dictionaries and electronic translation tools to consider multiple meanings of vocabulary and make appropriate selections according to context, for example, peti, ago, de
- discussing social, contextual and cultural references embedded in texts and how they should be translated, for example, dominus, servus
- collaborating with peers to interpret and build meaning in texts, and develop and edit joint translations, using a range of digital tools
- using methods to build knowledge of vocabulary, such as the use of ICT, developing lists of unfamiliar words, mnemonics
- developing own and class lists of frequently used vocabulary related to texts and topics, such as daily life in Ancient Rome, for example, tandem, tamen; thermae, caldarium; magister, ludus