Years 7 to 8
Languages
ASLANLATY78
Years 7 to 8 Latin Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use their knowledge of Latin to interpret texts and sources, and respond to information about ancient Roman society. They develop strategies to translate Latin texts into English, identifying familiar vocabulary and language structures and features to interpret meaning.
Students apply Latin sound-script relationships and use restored pronunciation when reading familiar texts aloud. They demonstrate understanding that Latin has conventions and rules for spoken and written communication. They understand that Latin has influenced English vocabulary and comment on language structures and features, using metalanguage. They demonstrate awareness that language, texts and artefacts from Ancient Rome are connected with culture and identity, and explore the relationships between 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 8, students use their knowledge of Latin to interpret texts and sources, and respond to information about ancient Roman society.
Content descriptorACL9LL8E01 Engaging with the ancient Roman world through texts
access and interpret Latin texts to explore the ancient Roman world
Elaborations (12)
- Elaboration 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
- Elaboration 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
- Elaboration 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
- Elaboration exploring the importance of storytelling in capturing language, heritage and history, and recognising that stories connect societies across time and place
- Elaboration 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
- Elaboration 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
- Elaboration reading historical accounts and interpreting the information about significant events in Roman history, for example, Pliny’s eyewitness account of the eruption of Vesuvius
- Elaboration 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
- Elaboration listening to and/or reading Roman myths and legends in English and discussing what these stories reveal about Roman attitudes and values
- Elaboration 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
- Elaboration 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
- Elaboration discussing the meaning of simple Latin mottos used by modern institutions, such as school mottos or the Olympic motto Citius, Altius, Fortius
Content descriptorACL9LL8E02 Engaging with the ancient Roman world through texts
respond to texts and convey information in Latin or English, as appropriate
Elaborations (9)
- Elaboration 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
- Elaboration 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
- Elaboration 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
- Elaboration acting out stories such as Romulus and Remus, Horatius guarding the bridge, or the Labours of Hercules to convey Roman attitudes and values
- Elaboration presenting short Latin texts orally, such as stories, plays, dialogues or songs, for example, singing songs such as gaudeamus igitur; duc, duc navem duc
- Elaboration 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
- Elaboration 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
- Elaboration discussing influence of Roman culture on modern novels, poetry, drama and film, and creating a visual display highlighting significant elements
- Elaboration 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.
They develop strategies to translate Latin texts into English, identifying familiar vocabulary and language structures and features to interpret meaning.
Content descriptorACL9LL8E03 Engaging with the ancient Roman world through texts
develop and apply strategies to interpret and translate Latin texts to convey meaning in English
Elaborations (13)
- Elaboration developing skills to infer meaning from textual cues, for example, titles, headings, images and captions
- Elaboration determining the general sense of texts through initial holistic reading by identifying familiar people, vocabulary, places or topics, to contextualise new vocabulary
- Elaboration 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
- Elaboration reading sentences in Latin and using visual cues to infer meaning, such as Latin word order, capitalisation of proper nouns, modern punctuation and conjunctions
- Elaboration 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
- Elaboration identifying and explaining the function of inflected forms, for example, puella canem vocat (subject+object+verb) and recognising irregular forms such as est, sunt
- Elaboration 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
- Elaboration 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)
- Elaboration 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
- Elaboration discussing social, contextual and cultural references embedded in texts and how they should be translated, for example, dominus, servus
- Elaboration collaborating with peers to interpret and build meaning in texts, and develop and edit joint translations, using a range of digital tools
- Elaboration using methods to build knowledge of vocabulary, such as the use of ICT, developing lists of unfamiliar words, mnemonics
- Elaboration 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
Students apply Latin sound-script relationships and use restored pronunciation when reading familiar texts aloud.
Content descriptorACL9LL8U01 Understanding language and culture
understand and begin to apply the phonological and orthographic systems of Latin
Elaborations (6)
- Elaboration understanding that the written alphabet used by the Romans is the basis for the modern English alphabet
- Elaboration discussing Roman numerals and naming conventions, such as the use of capital letters for names and abbreviated forms, for example, the use of M for Marcus
- Elaboration matching script to sound using the restored pronunciation, for example, pronouncing long and short vowels, diphthongs, the consonants u/v, c and h, and distinguishing i as a vowel and as a consonant, for example, intrat, ianua
- Elaboration listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Latin
- Elaboration using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text, for example, furcifer, eheu, euge, ita vero, cachinnans
- Elaboration reading aloud or reciting, individually or in a class group, for example, performing a short play in Latin
They demonstrate understanding that Latin has conventions and rules for spoken and written communication.
Content descriptorACL9LL8U01 Understanding language and culture
understand and begin to apply the phonological and orthographic systems of Latin
Elaborations (6)
- Elaboration understanding that the written alphabet used by the Romans is the basis for the modern English alphabet
- Elaboration discussing Roman numerals and naming conventions, such as the use of capital letters for names and abbreviated forms, for example, the use of M for Marcus
- Elaboration matching script to sound using the restored pronunciation, for example, pronouncing long and short vowels, diphthongs, the consonants u/v, c and h, and distinguishing i as a vowel and as a consonant, for example, intrat, ianua
- Elaboration listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Latin
- Elaboration using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text, for example, furcifer, eheu, euge, ita vero, cachinnans
- Elaboration reading aloud or reciting, individually or in a class group, for example, performing a short play in Latin
Content descriptorACL9LL8U02 Understanding language and culture
develop knowledge of the vocabulary, structures and features of Latin grammatical systems to understand, translate and respond to texts
Elaborations (13)
- Elaboration identifying parts of speech such as nouns, verbs, adjectives and adverbs, and their functions in texts, to determine meaning by completing a quiz, for example, identifying which noun is the subject of the verb
- Elaboration recognising noun inflections for case and number in first, second and third declensions by completing tables, for example, amicus, amicum; villa, villae, and exploring the use of cases to convey meaning
- Elaboration recognising that nouns in Latin have gender, for example, dominus is masculine, villa is feminine, atrium is neuter
- Elaboration exploring the concepts of verb number, person and tense, and identifying the endings of regular verbs in different persons and tenses, by highlighting appropriate part of words, for example, clamat, clamant; portavi, portavit
- Elaboration recognising other forms of verbs, such as present infinitives and imperatives, for example, portare; clama, clamate!
- Elaboration identifying endings of irregular verbs in different tenses and forms, for example, sum, possum, volo, nolo
- Elaboration identifying first, second and third declension adjectives by developing charts and mind maps, for example, laeta/laetus; tristis, and exploring the concept of noun-adjective agreement
- Elaboration recognising the comparative and superlative degree of regular adjectives, for example, iratus, iratior, iratissimus
- Elaboration recognising prepositional phrases, including different forms and meanings, for example, e villa, ex urbe, in villa, in villam
- Elaboration identifying the forms of pronouns, such as personal, relative and demonstrative
- Elaboration using Latin word order to deduce meaning in texts and interpret compound sentences using conjunctions by completing information gap activities, for example, canis intrat sed non latrat
- Elaboration identifying cardinal 1–20 and ordinal numbers, for example, unus, primus, and Roman numerals, for example, I, V, X, L, C, M
- Elaboration using appropriate metalanguage to describe structures and features of Latin grammatical systems, for example, declension, conjugation
They understand that Latin has influenced English vocabulary and comment on language structures and features, using metalanguage.
Content descriptorACL9LL8U03 Understanding language and culture
compare Latin vocabulary and language structures and features with English, using metalanguage
Elaborations (6)
- Elaboration identifying connections between the spelling of Latin and English words and applying understanding to improve spelling in English, for example, portat (portable), audit (audible)
- Elaboration identifying and using Latin derivatives to expand English vocabulary, for example, maternal, nominate, puerile, agriculture, commerce, science
- Elaboration identifying word families in which the same Latin root is used with different prefixes or suffixes, for example, the use of the root verb duco in reduce, introduce, deduce, conduct, produce
- Elaboration discussing expressions and abbreviations in Latin that are incorporated into English, for example, postmortem, in loco parentis, etc. e.g., i.e., am, pm
- Elaboration understanding conventions of word order in both Latin and English sentences, such as adjectives generally follow after the noun in Latin and before the noun in English, for example, puella laeta/happy girl, puer laetus/happy boy
- Elaboration exploring how use of language techniques in narratives, such as exclamation, repetition, alliteration and onomatopoeia can encourage the audience to respond in particular ways in both Latin and English, for example, veni, vidi, vici; ululavit
They demonstrate awareness that language, texts and artefacts from Ancient Rome are connected with culture and identity, and explore the relationships between language(s), culture(s) and identity.
Content descriptorACL9LL8U04 Understanding language and culture
recognise that language, texts and artefacts provide insights into culture and identity
Elaborations (9)
- Elaboration recognising that Latin has influenced many modern languages and applying knowledge of Latin to understand words and expressions in Romance languages, for example, deux, tempo, liberté, égalité, fraternité, amigo; la dolce vita
- Elaboration recognising that the Roman Empire encompassed regional and ethnic diversity, and considering how cultural diversity has continued to be an integral feature of society since ancient times
- Elaboration exploring mottos and inscriptions, such as per ardua ad astra, e pluribus unum, and discussing their relevance in expressing belonging and/or identity in both the ancient and modern world
- Elaboration exploring First Nations Australians material culture such as instruments, jewellery, music, art, painting and dance, recognising how they provide insights into beliefs, cultural practices and social values, and making connections with those of Ancient Rome
- Elaboration researching language use that reflects social structures, for example, pater familias, libertus, servus, matrona and discussing what these may reveal about cultural attitudes in Ancient Rome
- Elaboration exploring the colloquial language that Romans used for greetings, or answering questions about daily life, such as salvete, quid agis?
- Elaboration considering how learning about the ancient world through texts and artefacts offers different ways of interpreting the modern world
- Elaboration discussing the impact of Roman infrastructure on people throughout the empire, for example, aqueducts, roads, safe trade routes, standardised currency and weights and measures, and reflecting on infrastructure in the modern world
- Elaboration reflecting on how learning Latin provides insights into the relationship between language and culture, and how this may have influenced the way they think about their own language(s), culture(s) and identity
This achievement standard describes the expected learning for Years 7 to 8 Latin · 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 Roman world through texts | Accessing and responding to Latin texts | 2 | 21 |
| Engaging with the ancient Roman world through texts | Translating | 1 | 13 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 7 | 68 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Latin?
By the end of Year 8, students use their knowledge of Latin to interpret texts and sources, and respond to information about ancient Roman society. Read the full standard
How many Content Descriptors support this standard?
7 Content Descriptors support this Achievement Standard (Engaging with the ancient Roman world through texts: 3, Understanding language and culture: 4).
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.