Years 7 to 8
Languages
ASLANMGR7_10Y78
Years 7 to 8 Modern Greek Achievement Standard
10 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 Greek language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Greek or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts.
Students approximate pronunciation and intonation in spoken Greek. They demonstrate understanding that Greek has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Greek and English language structures and features, using metalanguage. They demonstrate awareness that the Greek language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Years 7 to 10 sequence
The 10 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 Greek language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9LMG8EC01 Communicating meaning in Greek
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
Elaborations (6)
- Elaboration exchanging greetings with others, adjusting language to suit the time of day, context and audience, for example, καλημέρα σας, καλησπέρα, γειά σου, γειά σας, and understanding appropriate use of gestures such as kissing on both cheeks in some situations
- Elaboration interacting with peers in everyday exchanges such as asking and responding about wellbeing, for example, τι κάνεις; τι κάνετε; είμαι καλά, έτσι κι έτσι, πολύ καλά
- Elaboration engaging in conversations with others to exchange information about themselves, their family and friends, for example, Πώς σε / σας λένε; Με λένε Χριστίνα, είμαι δέκα χρονών, Αυτή είναι η μαμά μου/ο φίλος μου,
- Elaboration describing and exchanging information about routines and interests, using modelled language, for example, Παίζω μπάσκετ. Σου αρέσει η μουσική; Ποιό είναι το αγαπημένο σου φαγητό;
- Elaboration expressing likes, dislikes and preferences in conversations, for example, M’ αρέσει/ Δε μ’ αρέσει η τσάντα, Προτιμώ τα μαθηματικά από την ιστορία
- Elaboration using some Greek expressions and spontaneous exclamations when interacting with peers, to show interest and comprehension and to fill pauses, for example, Εεε …, λοιπόν …, Οκ …, πω πω, έλα, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα! μπράβο!
They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges.
Content descriptorAC9LMG8EC02 Communicating meaning in Greek
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
Elaborations (6)
- Elaboration interacting in classroom routines such as the start and end of lessons, roll call, apologising or making requests, for example, Εδώ είμαι κυρία/κύριε, Παρόν/παρούσα, Άνοιξε την πόρτα, σε παρακαλώ
- Elaboration asking and responding to questions related to the learning environment, or asking how to say something in Greek, for example, Πού είναι το βιβλίο σου; Είναι εδώ/εκεί, Τι είναι αυτό; Πώς λένε ...;
- Elaboration using formulaic language to clarify, ask permission or for help, Μπορώ να πάω ...; Θέλω να ...; Χρειάζομαι βοήθεια
- Elaboration experimenting with language to participate in a range of activities and tasks, for example, taking responsibility and praising, Νίκησα, Μπράβο, Είναι η σειρά σου
- Elaboration discussing daily routines and roles and responsibilities in the classroom and at home, for example, Τι ώρα ξυπνάς …, Πηγαίνω στο σχολείο με το λεωφορείο., σήκωσε το χέρι σου για να μιλήσεις
- Elaboration taking turns being a daily leader or monitor who is responsible for the start and finish of lessons, greetings and roll call, distributing work, responding to questions, and undertaking classroom administration, for example, Καλημέρα σας. Είναι εδώ η Μαρία;
Content descriptorAC9LMG8EC03 Communicating meaning in Greek
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (5)
- Elaboration participating with others in everyday interactions, for example, ordering at a restaurant, shopping, using public transport, or organising to meet, Θέλουμε/Θα πάρουμε δύο σουβλάκια και μία λεμονάδα, Πόσο κάνει; Ένα εισιτήριο, παρακαλώ, Ραντεβού στις πέντε
- Elaboration participating in role-plays to make arrangements, organise activities, and accept or decline an invitation, for example, Πάμε στην πόλη το Σάββατο; Πάμε για ψώνια; Ναι, ευχαριστώ, Συγγνώμη, δεν μπορώ
- Elaboration planning a class party, for example, making a shopping list, deciding who will bring what and listing the songs to sing, Χρόνια πολλά! Τι θα φέρεις; Θα φέρω πατατάκια
- Elaboration collaborating to create resources to support learning or to remember vocabulary or the alphabet, such as a class book, mnemonic device cards or labels, and negotiating with each other in relation to different language elements and structures
- Elaboration working with peers to produce a bilingual publicity flyer for an upcoming event, for example, an invitation, μια πρόσκληση, to promote Greek learning among school community members or a brochure, ένα φυλλάδιο, to introduce a new or improved recycling program at school
They recognise relationships between spoken and written forms.
Content descriptorAC9LMG8EC03 Communicating meaning in Greek
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (5)
- Elaboration participating with others in everyday interactions, for example, ordering at a restaurant, shopping, using public transport, or organising to meet, Θέλουμε/Θα πάρουμε δύο σουβλάκια και μία λεμονάδα, Πόσο κάνει; Ένα εισιτήριο, παρακαλώ, Ραντεβού στις πέντε
- Elaboration participating in role-plays to make arrangements, organise activities, and accept or decline an invitation, for example, Πάμε στην πόλη το Σάββατο; Πάμε για ψώνια; Ναι, ευχαριστώ, Συγγνώμη, δεν μπορώ
- Elaboration planning a class party, for example, making a shopping list, deciding who will bring what and listing the songs to sing, Χρόνια πολλά! Τι θα φέρεις; Θα φέρω πατατάκια
- Elaboration collaborating to create resources to support learning or to remember vocabulary or the alphabet, such as a class book, mnemonic device cards or labels, and negotiating with each other in relation to different language elements and structures
- Elaboration working with peers to produce a bilingual publicity flyer for an upcoming event, for example, an invitation, μια πρόσκληση, to promote Greek learning among school community members or a brochure, ένα φυλλάδιο, to introduce a new or improved recycling program at school
Content descriptorAC9LMG8EC04 Communicating meaning in Greek
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (7)
- Elaboration listening to, reading or viewing texts such as a map, song, poster, email or interactive game, and responding to questions, for example, Πού είναι η Μύκονος; Τι χρώμα είναι τα ρούχα; Πότε κλείνουν τα σχολεία;
- Elaboration understanding and retrieving information from a source and conveying details in a different format to a different audience, for example, reading about an annual event in a Greek-speaking community and producing a program for the event, Η γιορτή ξεκινάει στις δέκα το πρωί, or viewing a movie program and negotiating what to see, Θέλεις να δούμε … στις έξι;
- Elaboration describing characters, events and key ideas in a range of texts using a scaffold such as a storyboard, καλός άνθρωπος, κακιά τύχη, Συνάντησε τη φίλη της στις πέντε το απόγευμα
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Greek
- Elaboration interviewing or surveying others and classifying and summarising information in graphs, tables and images, on topics such as favourite things, pets, family, daily routine, for example, Ποιό είναι το αγαπημένο σου βιβλίο; Έχεις κατοικίδιο ζώο;
- Elaboration listening to or viewing stories, procedures, articles or reports and reorganising information in sequence of events or actions, using adverbs and linking words, for example, αρχικά, μετά, τελικά
- Elaboration demonstrating understanding of key points from a source, for example, reading a menu and discussing the order with the waiter to exclude some ingredients, seeing a poster for a gym opening and writing an email to a friend to try it out, or looking at a movie program and negotiating when to go and what to see with siblings
They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LMG8EC04 Communicating meaning in Greek
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (7)
- Elaboration listening to, reading or viewing texts such as a map, song, poster, email or interactive game, and responding to questions, for example, Πού είναι η Μύκονος; Τι χρώμα είναι τα ρούχα; Πότε κλείνουν τα σχολεία;
- Elaboration understanding and retrieving information from a source and conveying details in a different format to a different audience, for example, reading about an annual event in a Greek-speaking community and producing a program for the event, Η γιορτή ξεκινάει στις δέκα το πρωί, or viewing a movie program and negotiating what to see, Θέλεις να δούμε … στις έξι;
- Elaboration describing characters, events and key ideas in a range of texts using a scaffold such as a storyboard, καλός άνθρωπος, κακιά τύχη, Συνάντησε τη φίλη της στις πέντε το απόγευμα
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Greek
- Elaboration interviewing or surveying others and classifying and summarising information in graphs, tables and images, on topics such as favourite things, pets, family, daily routine, for example, Ποιό είναι το αγαπημένο σου βιβλίο; Έχεις κατοικίδιο ζώο;
- Elaboration listening to or viewing stories, procedures, articles or reports and reorganising information in sequence of events or actions, using adverbs and linking words, for example, αρχικά, μετά, τελικά
- Elaboration demonstrating understanding of key points from a source, for example, reading a menu and discussing the order with the waiter to exclude some ingredients, seeing a poster for a gym opening and writing an email to a friend to try it out, or looking at a movie program and negotiating when to go and what to see with siblings
They respond in Greek or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9LMG8EC05 Communicating meaning in Greek
develop and begin to apply strategies to interpret, translate and convey meaning in Greek in familiar contexts
Elaborations (10)
- Elaboration translating short, simple texts from Greek to English and English to Greek, identifying words and expressions that can be readily translated and those that can be ‘lost in translation’, for example, το κέφι, βρέχει καρεκλοπόδαρα, Γιάννης - Γιαννάκης, τσάκα-τσάκα
- Elaboration using bilingual dictionaries and online translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning, for example, το κορίτσι/αγόρι μου
- Elaboration creating bilingual resources for language learning, such as word banks, captions, labels, diagrams or a personal Greek–English dictionary, with examples and explanations of language use
- Elaboration creating bilingual versions of informative texts for the school community, to assist non-Greek speakers, such as labelling the uniform, a school map, the canteen menu, rubbish disposal, instructions for public transport, or a calendar of school activities and events, for example, ‘Recycle bottles here’ ανακυκλώστε τα μπουκάλια εδώ, ‘Bus-stop’ στάση λεωφορείου
- Elaboration developing strategies to support understanding of body language, for example, the appropriate use of actions and gestures in various interactions
- Elaboration recognising culturally specific terms and phrases such as η παρέα, το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, applying them in relevant situations and discussing equivalent terms in other languages
- Elaboration identifying commonalities between language vocabulary and structures, such as similar words, for example, Maths/Μαθηματικά, exit/έξοδος, and syntax, for example, adjective before the noun
- Elaboration developing ways to recall Greek root words to aid translation and comprehension, for example, a, an- (without/not), acro- (top/tip/end), allo- (other), amphi-/amph- (both, around)
- Elaboration recognising ‘false friends’ in Greek and how they may hinder translation or cause misunderstandings, for example, ναι means ‘yes’ in Greek but sounds like ‘no’ in English, ιδιωτικός sounds like ‘idiotic’, but means ‘private’
- Elaboration comparing songs such as Greek versions of English language songs, for example, Τρίγωνα Κάλαντα Jingle Bells, highlighting aspects that may be similar or different, or recognising when word for word translation is not possible
They use familiar language, and modelled sentence and grammatical structures to create texts.
Content descriptorAC9LMG8EC06 Communicating meaning in Greek
create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions
Elaborations (9)
- Elaboration creating informative texts such as diary entries, emails, posters, presentations, related to own experiences, for example, important events in their lives, such as birthdays and cultural celebrations
- Elaboration creating imaginary exchanges between characters from a story in a performance for the class, for example, meeting a character from a Greek story or film for the first time, Γεια σας ποιο είναι το όνομά σας?
- Elaboration selecting appropriate formal/informal language and conventions to suit audience, for example, writing a text message to a friend versus an email to the teacher, for example, Έλα, τι κάνεις; Έρχεσαι; vs Αγαπητή κυρία Φρόσω, Θα ήθελα να ...
- Elaboration creating a print or digital poster in Greek to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration creating their own versions of familiar texts such as stories, greeting cards or board games, for example, a Greek version of Scrabble, or Η πολύ πεινασμένη κάμπια for younger students, την Τρίτη έφαγε 5 ελιές
- Elaboration writing the first part of a short narrative, and exchanging with a peer to write the next section, repeating until the text is complete and reading aloud, or folding the paper so the next person cannot see what is previously written to create a funny story, for example, αύριο θα πάω στην Ντίσνεϋλαντ ...
- Elaboration creating and telling an imaginative story from a stimulus object or picture using secure digital tools, for example, using speech bubbles, voice recordings, captions or subtitles to accompany visuals
- Elaboration creating and performing a short play or video clip to share with and entertain others, for example, a rap or role-play on Grandparents’ Day or an open day for younger students
- Elaboration writing a short poem such as an acrostic poem, with a Greek word of their choice (a name, character, food, etc.), and using adjectives or sentences to describe the item
Students approximate pronunciation and intonation in spoken Greek.
Content descriptorAC9LMG8EU01 Understanding language and culture
recognise and use features of the Greek sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
Elaborations (11)
- Elaboration differentiating between the sounds of the 24 letters in the Modern Greek alphabet, understanding individual letter names and that there are upper-case and lower-case letters, 7 vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
- Elaboration observing the mouth shape and tongue position to experiment with producing a range of sounds, including sounds that may not be used in English, for example, γ, δ
- Elaboration recognising and pronouncing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and unfamiliar sounds such as Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
- Elaboration recognising and producing syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
- Elaboration distinguishing the different use of σ/ς and applying in context, for example, σαλάτα and φίλος
- Elaboration experimenting with tongue twisters to build vocabulary and improve pronunciation, such as Ο παπάς ο παχύς έφαγε παχιά φακή. Γιατί παπά παχύ έφαγες παχιά φακή;
- Elaboration recognising and using vowel digraphs δίψηφα φωνήεντα such as αι, ει, οι, αυ, ευ and ου in ουρανός, οικογένεια, πεύκο
- Elaboration identifying and using consonant digraphs δίψηφα σύμφωνα such as γγ, γκ, μπ, τσ, τζ, ντ, in φεγγάρι, μπανάνα
- Elaboration using vowels to create same sounds that can be represented by more than one letter, for example, ι, η, υ, ει, οι as ποίημα
- Elaboration understanding and applying appropriate intonation for questions, statements, commands and interjections
- Elaboration learning about the accent on top of vowels within polysyllabic words, for example, ποτήρι, κυρία, μπάλα with the exception of που/πού, πώς/πως, ή/η
They demonstrate understanding that Greek has conventions and rules for non-verbal, spoken and written communication.
Content descriptorAC9LMG8EU02 Understanding language and culture
develop knowledge of, and use structures and features of, the Greek alphabet, grammatical and writing systems to understand and create spoken, written and multimodal texts
Elaborations (15)
- Elaboration using the Modern Greek alphabet for spelling of names and commonly used language
- Elaboration applying punctuation in texts, for example, the question mark (;), the acute (ά) and commas
- Elaboration recognising and applying agreement and word order, for example, Η μαμά μου είναι ...
- Elaboration learning the definite article in both singular and plural forms ο, η, το, οι, οι, τα
- Elaboration distinguishing the difference between the use of definite and indefinite articles, for example, ο, η, το,ένας, μία, ένα
- Elaboration using simple prepositions to add detail and connect ideas, such as κάτω, μέσα, έξω, πάνω, πίσω, μπροστά
- Elaboration counting and using numbers in different contexts, such as telling the time, stating dates and quantities, for example, Είναι έξι η ώρα, Είμαι πενήντα κιλά, Πηγαίνω πρώτη γυμνασίου, Τα γενέθλιά μου είναι στις 10 Απριλίου.
- Elaboration using singular and plural pronouns, εγώ, εσύ, αυτός/η/ο, εμείς, εσείς, αυτοί/ες/α
- Elaboration understanding and applying verb conjugation by using appropriate verb endings, for example, εγώ γράφω, εσύ γράφεις, αυτός/ή/ό γράφει, εμείς γράφουμε, εσείς γράφετε, αυτοί/ές/ά γράφουν
- Elaboration using affirmative and negative statements in present, for example, εγώ παίζω, εγώ δεν παίζω, εγώ παίζω;
- Elaboration understanding and applying word order such as subject+verb+object, for example, Ο Νίκος παίζει μπάλα., as well as word agreement such as adjectives and nouns, for example, η κόκκινη μπάλα
- Elaboration understanding Greek nouns are assigned one of 3 grammatical genders: masculine, feminine, neuter and that grammatical gender can reflect the actual gender of an animal or person, but also the gender of an inanimate object, for example, η καρέκλα, η τσάντα, ο καναπές
- Elaboration indicating ownership or possession using singular possessive pronouns after the noun or adjective they refer to, such as μου, σου, του, της, του, του, for example, το βιβλίο μου, η μαμά της
- Elaboration incorporating basic connectives in texts to enhance cohesion and link ideas, such as και, γιατί, αλλά, for example, Παίζω κιθάρα, αλλά μου αρέσει και το πιάνο
- Elaboration recognising command verbs in context, for example, έλα, ελάτε, κλείσε, άνοιξε, κάθισε, καθίστε, σήκω, σηκωθείτε, γύρισε, γράψε, διάβασε, άκουσε
They comment on aspects of Greek and English language structures and features, using metalanguage.
Content descriptorAC9LMG8EU03 Understanding language and culture
compare Greek language structures and features with English, using familiar metalanguage
Elaborations (6)
- Elaboration discussing the difference between nouns in Greek and English, for example, English nouns are not attached to inherent articles as they are in Greek, such as η μπάλα/ball
- Elaboration comparing the structure, presentation and features of texts in Greek and English by identifying similarities and differences, for example, in expression and levels of formality, in a wedding invitation or a clothing sale at a store, or message to a friend
- Elaboration transforming a simple text such as a short song or poem into another text type such as a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English
- Elaboration exploring the influences of the Greek language in English, identifying examples of Greek words, symbols and morphemes used in other learning areas, such as prefixes, suffixes and root words, using strategies to work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, mono-, neo-, octo-, -ology, pent-, peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-, π, etc., αστροναύτης, αυτοκίνητο, γραφικός
- Elaboration recognising loan words from English that are used in Greek, such as πάρτι, and other words used in Greek that have been borrowed from other languages, such as μπλε, γκρι, ροζ, παλτό, ραντεβού, κέφι, and discussing why these words have been borrowed
- Elaboration focusing on those letters that are different and initially difficult, and pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these 2 sounds only appear in the middle or at the end of words in English such as axe, lapse
They demonstrate awareness that the Greek language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LMG8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (9)
- Elaboration participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures, and explaining why they vary in different cultural and social settings and contexts
- Elaboration reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal registers Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, φιλάκια
- Elaboration participating in cultural experiences such as eating at a Greek restaurant, going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and behaviours
- Elaboration examining, in Greek or English, how First Nations Australian languages have strong connections to Country/Place and how these can be compared with language variations across Greek-speaking countries and regions
- Elaboration reflecting on gestures and language choices used by speakers of Greek and considering when and how to use these in own communication, for example, shaking head in agreement, use of hands to emphasise points made in conversation
- Elaboration recognising that language is used in different contexts and situations, such as formal and informal settings, based on the relationship of participants, for example, language used in formal situations (such as the workplace γεια σας compared with language used with friends τα λέμε), researching Greek-speaking communities of the world, and how cultural identity, traditions and dialects may vary between countries, regions and communities
- Elaboration examining their own personal and community practices, beliefs and values to identify connections with Greek heritage, language and culture, for example, customs, festivals, cooking, history, sports clubs, associations
- Elaboration investigating Greek history and how this also influences Australian society, discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities
- Elaboration connecting the history of Greek migration to Australia with the formation of communities of speakers of Greek in specific cities and suburbs who identify as ‘Greek-Australian’, and noticing the resulting regional variations of language and the impact of Australian English on the local Greek community, for example, τα φέντσια, το μπούκο, which are not Greek words
This achievement standard describes the expected learning for Years 7 to 8 Modern 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 |
|---|---|---|---|
| Communicating meaning in Greek | Interacting in Greek | 3 | 17 |
| Communicating meaning in Greek | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Greek | Creating text in Greek | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 32 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 10 | 84 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Modern Greek?
By the end of Year 8, students use Greek language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Greek: 6, 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.