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By the end of Year 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; identify linguistic features such as striking word choice, for example, θηρίον δεινόν, Ἀθήνη γλαυκῶπις; infer meaning from textual cues such as headings, images or captions; and describe social and cultural practices embedded in Classical Greek words, such as γυμνάσιον, πανήγυρις, σπονδή, πομπή. They convey information and ideas about ancient Greek society and culture, in oral, written or digital forms, using Classical Greek as appropriate, for example, a news report in English about a historical event such as the Battle of Marathon, or a digital poster about family life in ancient Greece with annotations in Classical Greek, such as πατήρ, μήτηρ, υἱός, θυγάτηρ. They share their responses to Classical Greek texts, such-as stories, myths and plays, by expressing their feelings and ideas about characters, events, actions, settings and themes. They read aloud or recite Classical Greek texts, such as stories, dialogues, poems or speeches, or perform texts in Classical Greek, such as short plays, to entertain an audience, conveying meaning effectively by using appropriate phrasing and voice inflection. Students translate Classical Greek texts accurately into Standard English, applying their knowledge of vocabulary, including roots and derivatives, linguistic cues, culture, and accidence and syntax, including number, gender and case of nouns, pronouns and adjectives, for example, οὐδὲν κακὸν ἀμιγὲς καλοῦ, conjugation and tense, such as present and future tenses of verbs, for example, γράφω/γράψω, βάλλω/βαλῶ, δέχομαι/δέξομαι, and conventions of sentence structure. They explain the relative effectiveness of different translations of the same text, and identify the features of a successful translation.
Students identify Classical Greek sound-script relationships and use restored pronunciation when reading aloud, such as for diphthongs, double consonants and aspirated consonants, for example, εἴσοδος, ξένος, χάρις. They identify the structure and features of different texts in Classical Greek, such as narratives or short plays, and explain how these elements contribute to an audience's response to the text. They describe how the Greek language spread with the expansion of the ancient Greek world, and influenced other languages during the Classical period. They explain how Classical Greek has influenced and continues to influence English vocabulary, by identifying derivatives, for example, theory, dilemma, category, paragraph, and words that are used in modern English, for example, nemesis, catharsis, criterion, anathema. Students give examples of how particular language use reflects the lifestyles, ideas, feelings and attitudes of Greeks in the Classical period, and identify connections between ancient and modern values, pursuits, citizenship, literature, the arts and architecture. They share their reactions to and assumptions about the language and culture of ancient Greek society, identifying similarities or differences to their own language and culture. They describe how learning Classical Greek impacts on their own approaches to learning and on their understanding of their own heritage, values and culture.
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http://rdf.australiancurriculum.edu.au/elements/2018/05/7e56d028-a39c-4eeb-99e6-860692dc68d7.rdf