Years 9 to 10
Languages
ASLANCLGY910
Years 9 to 10 Classical Greek Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
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By the end of Year 10, students use their knowledge of Classical Greek to interpret and analyse information from a range of texts and sources about ancient Greek society and culture. They apply strategies to translate and interpret Classical Greek texts into English and demonstrate understanding of how language conveys cultural meaning.
Students apply Classical Greek sound-script relationships and use restored pronunciation when reading familiar and unfamiliar texts aloud. They select and apply Classical Greek grammatical conventions and rules when translating and responding to texts. They explain how Classical Greek has influenced English vocabulary and analyse language structures and features, using metalanguage. They demonstrate understanding that language, texts and artefacts from Ancient Greece are connected with culture and identity, and reflect on the interrelationship of language(s), culture(s) and identity.
Years 7 to 10 sequence
The 6 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students use their knowledge of Classical Greek to interpret and analyse information from a range of texts and sources about ancient Greek society and culture.
Content descriptorACL9LCG10E01 Engaging with the ancient Greek world through texts
interpret Classical Greek texts to analyse the society and culture of the ancient Greek world
Elaborations (11)
- Elaboration interpreting and inferring meaning using knowledge of text type, linguistic features and culture, for example, comparing Herodotus and Thucydides
- Elaboration evaluating information about famous centres of Greek learning and culture, such as Alexandria, Antioch and Ephesus
- Elaboration analysing texts to understand how different points of view are expressed on political or social issues, for example, the recall of military generals to Athens to stand trial after the Athenian victory at Arginusae in 406 BCE as reported in Thucydides, or the debate led by Themistocles at Corinth on where the Greeks should fight against the Persians
- Elaboration investigating the importance of storytelling in capturing language, heritage and history and discussing how stories connect societies across time and place
- Elaboration examining how cultural attitudes are conveyed in Classical Greek texts, such as attitudes to enslaved people or women, political freedom, legal rights and obligations of citizens, social classes
- Elaboration researching architectural remains of Ancient Greece through the study of an archaeological site and discussing what they reveal about the values and attitudes of people in ancient Greek society
- Elaboration exploring Classical Greek inscriptions to elicit information about ancient Greek society, for example, inscriptions on vases, funerary stelae, ostraka
- Elaboration investigating ancient practices in engineering, medicine and science still relevant in the modern world, such as the theories of Hippocrates, Democritus, Pythagoras, Archimedes, Eratosthenes, and Aristarchus
- Elaboration researching references in Classical Greek texts to historical or mythological characters, such as Themistocles or Achilles, to examine how they represent the beliefs, values and attitudes of the time
- Elaboration reading information about the rise of drama in Classical Greece and identifying its connection with the development of intellectual thought and democracy, for example, how Aristophanes’ plays comment on the political situation of his time
- Elaboration researching the influence of leading Greek intellectuals, such as Socrates, Plato, and Aristotle on modern Western philosophy
Content descriptorACL9LCG10E02 Engaging with the ancient Greek world through texts
respond to texts and discuss ideas about ancient Greek society in Classical Greek or English, as appropriate
Elaborations (11)
- Elaboration reading texts in Classical Greek and responding to questions in English to demonstrate understanding of content, context, purpose and technique
- Elaboration comparing social issues such as class, the role of women and civil rights in the Classical Greek and modern world
- Elaboration researching inscriptions or graffiti and analysing what they reveal about the society of the time
- Elaboration reading about events which have taken place in Athens and creating a virtual tour of the Agora or the Acropolis of Athens, adding written or oral text in English or simple sentences in Classical Greek
- Elaboration reading texts on the Peloponnesian war and re-enacting the ecclesia, debating a significant, related issue such as whether the Athenian farmers should leave their lands, retreat to the city and conduct a long war against the Spartans
- Elaboration gathering and collating information about ancient Greek art, including sculpture, jewellery and painting, and producing an online exhibition catalogue
- Elaboration reading a text and analysing characters, themes and the use of literary features
- Elaboration 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
- Elaboration discussing characters such as Croesus in ‘The Histories’ by Herodotus and Dicaeopolis in ‘The Acharnians’ by Aristophanes, and composing an imaginative text or performing a role-play from that character’s point of view
- Elaboration evaluating the effectiveness of texts by considering the use of techniques such as simile, metaphor, personification or pathos for particular purposes such as to entertain or persuade
- Elaboration listening to and/or reading extracts from original or modified texts, and performing them to convey meaning using appropriate expression, phrasing, stress and tone
They apply strategies to translate and interpret Classical Greek texts into English and demonstrate understanding of how language conveys cultural meaning.
Content descriptorACL9LCG10E03 Engaging with the ancient Greek world through texts
apply strategies to interpret and translate Classical Greek texts to convey meaning and demonstrate understanding of context, purpose and audience
Elaborations (10)
- Elaboration using print and secure online Classical Greek and English dictionaries and thesauruses to consider a variety of meanings and synonyms, and to investigate how vocabulary choices in Classical Greek and English can express shades of meaning, for example, ὑπεροράω (look down on, overlook, despise)
- Elaboration deducing the meaning of new words by drawing on prior knowledge, derivatives, patterns of word formation and connections with familiar words, for example, σαρκοφάγος, κακοδαίμων, προσβάλλω/καταβάλλω/ἐκβάλλω, πόλις/πολίτης/πολιτικός/πολιτεία
- Elaboration rendering the precise meaning of grammatical forms such as tenses or prepositions with different cases into English, for example, ἐλάμβανον/ἔλαβον, μετα + accusative, μετα + genitive
- Elaboration conveying the meaning of idiomatic expressions, culture specific vocabulary and shades of meaning, distinguishing between the different connotations of a word in a particular context, for example, δίκη, ἀρετή, ἔρρʼ ἐς κόρακας τύραννος, τυραννίς, τυραννικόν
- Elaboration recognising creative variations in Classical Greek word order to focus on action or to create suspense by delaying a key word, phrase or clause, and adjusting the word order of the English translation to reflect this
- Elaboration evaluating the effectiveness of translations of the same or different texts, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, coherence, clarity and idiomatic expression
- Elaboration analysing complex sentence structures, such as subordinate clauses and indirect speech, to provide appropriate and coherent English equivalents
- Elaboration constructing and editing translations collaboratively with peers, justifying opinions for the selection of specific words and phrases
- Elaboration 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
- Elaboration recreating mood, tone and emphasis of the original text in English translations by selecting appropriate vocabulary, and comparing and contrasting potential choices, for example, τύχη (chance, luck, fortune) and συμφορά (event, circumstance, mishap, misfortune)
Students apply Classical Greek sound-script relationships and use restored pronunciation when reading familiar and unfamiliar texts aloud.
Content descriptorACL9LCG10U01 Understanding language and culture
apply the phonological and orthographic systems of Classical Greek in a range of contexts
Elaborations (7)
- Elaboration 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
- Elaboration noting that iota subscript is given in the upper case when reading Classical Greek inscriptions
- Elaboration recognising the component parts of compound words that involve the transfer of aspirates, for example, κατά + ἵστημι = καθίστημι
- Elaboration applying knowledge of non-Attic versions of common words, for example, θάλασσα (θάλαττα), πονέω (πονῶ), ἐς (εἰς), μάτηρ (μήτηρ)
- Elaboration 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
- Elaboration understanding the function of crasis and elision when reading aloud, for example, κἀγαθοί = καὶ ἀγαθοί, τἄλλα = τὰ ἄλλα
- Elaboration 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
They select and apply Classical Greek grammatical conventions and rules when translating and responding to texts.
Content descriptorACL9LCG10U01 Understanding language and culture
apply the phonological and orthographic systems of Classical Greek in a range of contexts
Elaborations (7)
- Elaboration 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
- Elaboration noting that iota subscript is given in the upper case when reading Classical Greek inscriptions
- Elaboration recognising the component parts of compound words that involve the transfer of aspirates, for example, κατά + ἵστημι = καθίστημι
- Elaboration applying knowledge of non-Attic versions of common words, for example, θάλασσα (θάλαττα), πονέω (πονῶ), ἐς (εἰς), μάτηρ (μήτηρ)
- Elaboration 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
- Elaboration understanding the function of crasis and elision when reading aloud, for example, κἀγαθοί = καὶ ἀγαθοί, τἄλλα = τὰ ἄλλα
- Elaboration 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
Content descriptorACL9LCG10U02 Understanding language and culture
select and use vocabulary, grammatical structures and linguistic features of Classical Greek to interpret, translate, and respond to texts
Elaborations (13)
- Elaboration 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
- Elaboration applying knowledge of -ω, contract and -μι verbs in all tenses, active and middle, indicative, imperative and infinitive forms
- Elaboration applying knowledge of common irregular verbs, for example, oἶδα, ἒοικα
- Elaboration demonstrating a broader understanding of moods by developing charts and mind maps, including the subjunctive and optative, as appropriate
- Elaboration 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
- Elaboration applying knowledge of the passive voice in all applicable tenses, including first and second aorist and future
- Elaboration developing a broader understanding of clauses, including fearing, conditional and indefinite clauses
- Elaboration understanding the structure and use of indirect statements with ὅτι, the infinitive or the participle
- Elaboration distinguishing between the simple infinitive and recognising the use of the articular infinitive, for example, ἀγαθὸς εἰς τὸ λέγειν τε καὶ πράττειν
- Elaboration identifying verbs that take supplementary participles by completing tables, for example, ἔτυχον παροῦσαι αἱ γυναῖκες/οἱ Ἀθηναῖοι ἐφαίνοντο οὐ βουλόμενοι ἀγορεύειν
- Elaboration applying knowledge of the comparative and superlative degrees of common irregular adjectives, for example, ἀγαθός/ἀμείνων/ἄριστος, ἀγαθός/βελτίων/βέλτιστος, ἀγαθός/κρείττων/κράτιστος
- Elaboration applying knowledge of a wider range of indefinite pronouns and adjectives
- Elaboration identifying the verbal adjective in -τέος, for example, οὐ λεκτέοι εἰσὶν οἱ λόγοι
They explain how Classical Greek has influenced English vocabulary and analyse language structures and features, using metalanguage.
Content descriptorACL9LCG10U03 Understanding language and culture
explain how Classical Greek vocabulary, structures and features extend understanding of English, using metalanguage
Elaborations (7)
- Elaboration investigating and explaining the effect of word order in Classical Greek and English in producing emphasis and tone, for example, indignation, anger and suspense
- Elaboration 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
- Elaboration identifying Classical Greek roots in English scientific, technical, legal and academic terminology, for example, pathogen, symmetry, geology, metropolis, gigabyte, nanotechnology
- Elaboration applying knowledge of Classical Greek to understand the formation of English words, for example, criterion/criteria, macro-economics
- Elaboration recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
- Elaboration 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
- Elaboration analysing language features in Classical Greek and English used to influence the intended audience, such as imagery and rhetorical devices
They demonstrate understanding that language, texts and artefacts from Ancient Greece are connected with culture and identity, and reflect on the interrelationship of language(s), culture(s) and identity.
Content descriptorACL9LCG10U04 Understanding language and culture
reflect on and explain how language, texts and artefacts provide understanding of culture and identity
Elaborations (11)
- Elaboration 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
- Elaboration 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
- Elaboration 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
- Elaboration 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
- Elaboration discussing ancient Greek values that are embedded in terms such as ξενία and considering their significance in the modern world
- Elaboration 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
- Elaboration 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
- Elaboration 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
- Elaboration considering how cultural diversity has continued to be an integral feature of society since ancient times
- Elaboration discussing the enduring use of Classical Greek in religious contexts in the contemporary world, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, κλῆρος, ἄγγελος, ὕμνος, εὐαγγέλιον
- Elaboration 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
This achievement standard describes the expected learning for Years 9 to 10 Classical Greek · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Engaging with the ancient Greek world through texts | Accessing and responding to Classical Greek texts | 2 | 22 |
| Engaging with the ancient Greek world through texts | Translating | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 27 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 11 |
| Total | 7 | 70 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Classical Greek?
By the end of Year 10, students use their knowledge of Classical Greek to interpret and analyse information from a range of texts and sources about ancient Greek society and culture. Read the full standard
How many Content Descriptors support this standard?
7 Content Descriptors support this Achievement Standard (Engaging with the ancient Greek world through texts: 3, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Classical Greek standard (ASLANCLGY78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.