Years 9 to 10
Languages
ASLANLATY910
Years 9 to 10 Latin 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 Latin to interpret and analyse information from a range of texts and sources about ancient Roman society and culture. They apply strategies to translate and interpret Latin texts into English and demonstrate understanding of how language conveys cultural meaning.
Students apply Latin sound-script relationships and use restored pronunciation when reading familiar and unfamiliar texts aloud. They select and apply Latin grammatical conventions and rules when translating and responding to texts. They explain how Latin has influenced English vocabulary and analyse language structures and features, using metalanguage. They demonstrate understanding that the language, texts and artefacts from Ancient Rome 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 Latin to interpret and analyse information from a range of texts and sources about ancient Roman society and culture.
Content descriptorACL9LL10E01 Engaging with the ancient Roman world through texts
interpret Latin texts to analyse the society and culture of the ancient Roman world
Elaborations (12)
- Elaboration investigating Roman political institutions and concepts such as republic and principate, the senate, the cursus honorum and political offices
- Elaboration researching information from a variety of sources about personal legal rights and citizenship in Rome
- Elaboration examining how cultural attitudes are conveyed in Latin texts, such as attitudes to civil rights, imperialism, slavery and women, and comparing these with modern social issues
- Elaboration investigating the importance of storytelling in capturing language, heritage and history, and discussing how stories connect societies across time and place
- Elaboration investigating the ancient origins of modern structures and concepts, for example, social classes, property rights and divorce
- Elaboration studying research from archaeological sites to learn about Roman urban planning, architecture and engineering
- Elaboration investigating what the location and role of places of entertainment and worship reveal about the values and attitudes of the Romans
- Elaboration researching references in Latin texts to foreign religions, for example, Mithraism, Isis worship and Christianity, and discussing the extent of their influence in Rome
- Elaboration investigating ancient practices such as Roman military practices or practices in medicine and science, for example, Galen’s surgical procedures and Pliny the Elder’s classification of animals and plants
- Elaboration listening to and/or reading extracts from original Latin texts by poets such as Martial, Horace, Catullus and Ovid, and analysing how they convey the attitudes of Roman society
- Elaboration examining Latin inscriptions, curses or graffiti to elicit information about Roman society, for example, defixiones from Bath and graffiti at the Colosseum or in Pompeii, and creating examples in Latin or English
- Elaboration gathering and collating information about Roman art, including, jewellery, painting and sculpture, and investigating famous modern artists’ incorporation of classical themes and methods
Content descriptorACL9LL10E02 Engaging with the ancient Roman world through texts
respond to texts and discuss ideas about ancient Roman society in Latin or English, as appropriate
Elaborations (10)
- Elaboration discussing the importance of entertainment in the Roman world by researching references in texts to theatres, amphitheatres and the Circus Maximus
- Elaboration using language from a range of texts to create a virtual tour of the Colosseum, with accompanying text in Latin or English
- Elaboration exploring language that reveals the importance of public spaces and buildings in Ancient Rome, for example, forum, temples and theatres, to create a model, plan or digital representation of the Roman urban environment
- Elaboration researching language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator and princeps, and discussing how they reveal Roman attitudes towards politics
- Elaboration explaining the importance of religion to the Romans, with reference to concepts such as Lares et Penates, the worship of local gods throughout the empire, vestal virgins and cult of the Emperor, and comparing these with modern religions
- Elaboration discussing the significance of historical or mythological characters or events which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius and Cloelia
- Elaboration exploring how language is used to reveal character, key messages, purpose and values in texts such as narratives, plays and poems, for example, by performing Latin plays or creating theatrical interpretations of Latin stories such as extracts from Cena Trimalchionis, the plays of Plautus and Odi et amo
- Elaboration analysing Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique, for example, the author’s use of literary devices such as asyndeton, to create effect
- Elaboration communicating in spoken or written Latin, for example, creating complex sentences in Latin or answering questions based on a text
- Elaboration discussing the influence of visual arts in Roman society, such as paintings, mosaics and sculpture, and producing artwork inspired by these or developing an online exhibition catalogue
They apply strategies to translate and interpret Latin texts into English and demonstrate understanding of how language conveys cultural meaning.
Content descriptorACL9LL10E03 Engaging with the ancient Roman world through texts
apply strategies to interpret and translate Latin texts to convey meaning and demonstrate understanding of context, purpose and audience
Elaborations (12)
- Elaboration inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
- Elaboration predicting the context and content of Latin texts through initial holistic reading by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
- Elaboration deducing the meaning of new words by drawing on prior knowledge, derivatives and connections with familiar words, for example, dormire, obdormire; ferre, inferre, offerre
- Elaboration applying knowledge of word origins and word building to interpret unfamiliar vocabulary, such as vowel changes, for example, aedificium: aedifico; capere: cip (recipere) and compound words, for example, prae + factum (prefect)
- Elaboration listening to complex sentences in Latin and using aural cues and literary devices to infer meaning such as correlatives, for example, quantum.tantum and anaphora, for example, nihil ... nihil ... nihil ...
- Elaboration applying knowledge of grammar, sentence structure and word inflections to deduce meaning
- 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, for example, variation in word order
- Elaboration applying strategies to create fluent and idiomatic translations, such as rendering the precise meaning of tenses, for example, cotidie ibat, si veneris
- Elaboration refining translations to convey subtle shades of meaning in a range of vocabulary, for example, exploring dictionaries and electronic translation tools to infer the different connotations of a word in a particular context, such as virtus, causa, gero, ago
- Elaboration selecting appropriate vocabulary and phrasing in English to convey the author’s meaning in Latin, such as reflecting tone and translating idiomatic and culturally specific terms in Latin, for example, flocci non facio (I could not care less)
- Elaboration constructing and editing translations collaboratively with peers, using a range of ICT and justifying opinions for the selection of specific words and phrases
- Elaboration evaluating the effectiveness of translations, using criteria such as the selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness and clarity
Students apply Latin sound-script relationships and use restored pronunciation when reading familiar and unfamiliar texts aloud.
Content descriptorACL9LL10U01 Understanding language and culture
apply the phonological and orthographic systems of Latin in a range of contexts
Elaborations (6)
- Elaboration discussing conventions of Latin texts, such as metre in poetry, for example, the division of a line of poetry into feet, the use of scansion to identify vowels as short or long, and recognising elisions between words, such as mult(um) ill(e) et terris iactatus
- Elaboration understanding the writing conventions for original Latin text, inscriptions and epistles, for example, acknowledging the absence of punctuation by Roman writers and modern editors’ use of punctuation to guide readers
- Elaboration understanding conventions for reading Latin aloud, such the significance of elision when reading verse aloud, for example, od(i) et amo
- Elaboration applying knowledge of the phonological systems of Latin to read familiar and unfamiliar words aloud
- Elaboration reading Latin passages and applying stress, rhythm and tone to convey meaning, for example, reciting or presenting extracts from Latin texts to the class or school community
- Elaboration reading aloud extracts from different genres of Latin literature with appropriate expression, such as the epigrams of Martial, poetry of Virgil and the speeches of Cicero
They select and apply Latin grammatical conventions and rules when translating and responding to texts.
Content descriptorACL9LL10U01 Understanding language and culture
apply the phonological and orthographic systems of Latin in a range of contexts
Elaborations (6)
- Elaboration discussing conventions of Latin texts, such as metre in poetry, for example, the division of a line of poetry into feet, the use of scansion to identify vowels as short or long, and recognising elisions between words, such as mult(um) ill(e) et terris iactatus
- Elaboration understanding the writing conventions for original Latin text, inscriptions and epistles, for example, acknowledging the absence of punctuation by Roman writers and modern editors’ use of punctuation to guide readers
- Elaboration understanding conventions for reading Latin aloud, such the significance of elision when reading verse aloud, for example, od(i) et amo
- Elaboration applying knowledge of the phonological systems of Latin to read familiar and unfamiliar words aloud
- Elaboration reading Latin passages and applying stress, rhythm and tone to convey meaning, for example, reciting or presenting extracts from Latin texts to the class or school community
- Elaboration reading aloud extracts from different genres of Latin literature with appropriate expression, such as the epigrams of Martial, poetry of Virgil and the speeches of Cicero
Content descriptorACL9LL10U02 Understanding language and culture
select and use vocabulary, grammatical structures and linguistic features of Latin to interpret, translate and respond to texts
Elaborations (15)
- Elaboration using a range of methods to deduce the meaning of unknown Latin words, such as by recognising the construction of compound words, for example, felix, infelix; loquor, colloquor
- Elaboration applying understanding of parts of speech such as nouns, verbs, adjectives and adverbs and their functions in texts to determine meaning by completing information gap activities, for example, recognising noun and adjective agreement
- Elaboration using metalanguage to describe structures and features of Latin grammatical systems, for example, mood, voice and tense
- Elaboration applying knowledge of noun inflections for case and number in the first to fifth declensions, and analysing case usage of nouns in all 5 declensions, by developing charts and mind maps, for example, partitive genitive quid novi? and the locative case
- Elaboration understanding the relationship between noun gender and declension, for example, most first declension nouns are feminine, and acknowledging that nouns may have unexpected genders, for example, first declension agricola (m), second declension humus (f)
- Elaboration applying understanding of verb number, person, tense, mood and voice by completing a quiz, for example, indicative, subjunctive and imperative moods, active and passive voice
- Elaboration understanding the use of different forms of verbs, such as principal parts, infinitives, participles, gerunds and gerundives, for example, portavisse, clamans, amandum, delenda
- Elaboration applying knowledge of the endings of irregular and deponent verbs in different tenses and forms by completing tables, for example, eo, ire, ii/ivi; loquor, loqui, locutus sum
- Elaboration applying understanding of the inflection of first, second and third declension adjectives, for example, laeta/laetus and tristis, and analysing noun-adjective agreement
- Elaboration applying knowledge of the degree of regular and irregular adjectives and adverbs, for example, stulta, stultior, stultissima; malus, peior, pessimus
- Elaboration applying understanding of prepositional phrases, including cases followed by prepositions and changes in word order, for example, medio in mare
- Elaboration applying knowledge of the forms and use of a range of pronouns such as reflexive, emphatic, indefinite and interrogative
- Elaboration understanding the range of subordinate clauses used in complex sentences to convey sophisticated ideas, for example, relative, causal and temporal, and recognising common conjunctions used, for example, cum, ut
- Elaboration using cardinal numbers 1–100 and ordinal numbers 1–20
- Elaboration understanding conventions of the Roman calendar and the use of numbers to express distance, capacity, time and price, for example, duo milia passuum, quinquaginta denariis
They explain how Latin has influenced English vocabulary and analyse language structures and features, using metalanguage.
Content descriptorACL9LL10U03 Understanding language and culture
explain how Latin vocabulary, structures and features extend understanding of English, using metalanguage
Elaborations (6)
- Elaboration recognising connections between grammatical structures and features in Latin and English, and applying knowledge to extend grammatical understanding of the English language, for example, use of participles and gerunds
- Elaboration identifying Latin roots in English medical, scientific and technical terminology, for example, genus, species, computer, data and super conductor, and exploring how Latin is used to coin terms for new technology and discoveries, such as internet, Trojan (horse), forum and virus
- Elaboration recognising terms in English that are hybrids of Latin and Classical Greek, for example, metalanguage, quantum physics and teleconference
- Elaboration examining Latin expressions, abbreviations and words that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum and curriculum
- Elaboration explaining how in both Latin and English, the coherence of complex texts relies on devices that signal text structure and guide readers, for example, primo … deinde … tandem, non solum … verum etiam
- Elaboration analysing how Latin and English use linguistic features and word order to influence the audience, such as the contrast of short and periodic sentences to persuade and the intentional use of word order to produce emphasis and tone, for example, qualis vir? conclamant omnes, miser Catulle
They demonstrate understanding that the language, texts and artefacts from Ancient Rome are connected with culture and identity, and reflect on the interrelationship of language(s), culture(s) and identity.
Content descriptorACL9LL10U04 Understanding language and culture
reflect on and explain how language, texts and artefacts provide understanding of culture and identity
Elaborations (9)
- Elaboration explaining that Latin is a member of the Indo-European family of languages, related to and influenced by other ancient languages, such as the use of Classical Greek vocabulary and concepts in Roman literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
- Elaboration reflecting on how Latin became the common language across the empire and investigating the enduring use of Latin in academia, law, medicine and religion, for example, summa cum laude, modus operandi, ab initio, pater noster
- Elaboration analysing cultural attitudes and values embedded in language and symbols, for example, pietas, virtus, hospitium, SPQR, fasces and making comparisons to their own language and culture
- 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 Rome
- Elaboration understanding how language and cultural practices are interconnected, for example, the use of cognates of the father’s name for sons and daughters, Julia as daughter of Julius, or religious connotations associated with words and expressions such as the polite command in the English RIP ‘rest in peace’ and the more prayerful subjunctive in the Latin requiescat in pace
- Elaboration investigating the importance of understanding Latin for personal status in the Roman world, and as a vehicle for social, economic and political advancement, for example, the education in Latin of the local elite in the provinces
- Elaboration considering how cultural diversity has continued to be an integral feature of society since ancient times
- Elaboration investigating how language, texts and artefacts provide a means of understanding the social values, attitudes and cultural practices of the Romans and making links and comparisons to their own language(s) and culture(s)
- Elaboration analysing how learning Latin provides insights into the language, culture and identity of people living in the Roman world and reflecting on students’ own relationship to language(s), culture(s) and identity in their community, state/territory or nation and as a global citizen
This achievement standard describes the expected learning for Years 9 to 10 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 | 22 |
| Engaging with the ancient Roman world through texts | Translating | 1 | 12 |
| Understanding language and culture | Understanding systems of language | 3 | 27 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 7 | 70 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Latin?
By the end of Year 10, students use their knowledge of Latin to interpret and analyse information from a range of texts and sources about ancient Roman 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 Roman world through texts: 3, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Latin standard (ASLANLATY78) 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.