ACL9LL8E03 Year 7 Languages

This Content Descriptor from Year 7 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

develop and apply strategies to interpret and translate Latin texts to convey meaning in English

Elaborations

• 1 developing skills to infer meaning from textual cues, for example, titles, headings, images and captions
• 2 determining the general sense of texts through initial holistic reading by identifying familiar people, vocabulary, places or topics, to contextualise new vocabulary
• 3

  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

• 4 reading sentences in Latin and using visual cues to infer meaning, such as Latin word order, capitalisation of proper nouns, modern punctuation and conjunctions
• 5

  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

• 6

  identifying and explaining the function of inflected forms, for example, puella canem vocat (subject+object+verb) and recognising irregular forms such as est, sunt

• 7 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
• 8

  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)

• 9

  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

• 10

  discussing social, contextual and cultural references embedded in texts and how they should be translated, for example, dominus, servus

• 11 collaborating with peers to interpret and build meaning in texts, and develop and edit joint translations, using a range of digital tools
• 12 using methods to build knowledge of vocabulary, such as the use of ICT, developing lists of unfamiliar words, mnemonics
• 13

  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

Related Achievement Standards