Year 7 Primary: Imagining ancient Rome
Australian Curriculum summary tables
Students will be provided opportunities through activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.
Australian Curriculum: English
|Strand and sub-strand||Content descriptions||Elaborations in sequence content|
Language variation and change
|Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating. ACELA1528||
Sequence 10: Exploring changes in the language and presentation of myths and legends; for example, ancient oral stories adapted for a modern format such a film.
|Language for interaction||Understand how accents, styles of speech and idioms express and create personal and social identities. ACELA1529||Sequence 3: Exploring how ancient Romans used specific styles of speech in order to support their social identity as orators.|
|Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources. ACELA1782|
|Text structure and organisation||Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors. ACELA1531||
Sequence 4: Identifying the main structural features of an information text.
|Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers; for example, overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts. ACELA1763|
|Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses. ACELA1532|
|Expressing and developing ideas||Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information. ACELA1534||Sequence 7: Identifying and experimenting with a range of clause types and discussing the effect of these in the expression and development of ideas.|
|Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns. ACELA1536||
Sequence 5: Observing and discussing how strong modality is used to develop evaluative language in a text.
|Analyse how point of view is generated in visual texts by means of choices; for example, gaze, angle and social distance. ACELA1764||Sequence 12: Analysing how point of view is manipulated to reveal information in a visual text.|
|Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language. ACELA1537||
Sequence 1: Developing academic technical vocabulary to classify and describe.
|Understand how to use spelling rules and word origins; for example, Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them. ACELA1539||
|Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts. ACELT1619||
Sequence 2: Building knowledge, understanding and skills in relation to the history, culture, and literary heritage of ancient Rome.
|Responding to literature||Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view. ACELT1620|
|Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts. ACELT1621||
Sequences 3 and 5: Identifying how evaluative language is used to influence the reader’s opinion in a factual text.
|Discuss aspects of texts; for example, their aesthetic and social value, using relevant and appropriate metalanguage. ACELT1803||
Sequence 5: Using metalanguage to discuss the appeal of a ‘faction’ text.
|Examining literature||Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches. ACELT1622||
Sequence 7: Analysing the techniques authors employ to develop settings in a narrative.
|Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry; for example, haiku, tankas, couplets, free verse and verse novels. ACELT1623||
Sequence 10: Experiencing the sound and rhythm of poetry and using metalanguage; for example, ‘rhyming couplets’, to discuss the layers of meaning that are created.
|Creating literature||Create literary texts that adapt stylistic features encountered in other texts; for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition. ACELT1625||
Sequence 5: Adapting an information text into a ‘faction’ text by adopting a narrative viewpoint.
|Experiment with text structures and language features and their effects in creating literary texts; for example, using rhythm, sound effects, monologue, layout, navigation and colour. ACELT1805||Sequence 10: Transforming written poems into performance pieces focusing on use of rhythm and sound effects.|
Texts in context
|Analyse and explain the effect of technological innovations on texts, particularly media texts. ACELY1765|
|Interacting with others||Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities; for example, the strength of an argument or the lyrical power of a poetic rendition. ACELY1719|
|Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements (for example music and sound) to add interest and meaning. ACELY1804||Sequence 3: Selecting voice effects and gestures for different audiences and purposes, recognising the effects these have on audience understanding and engagement.|
|Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing. ACELY1720|
|Interpreting, analysing, evaluating||Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose. ACELY1721|
|Use prior knowledge and text processing strategies to interpret a range of types of texts. ACELY1722|
|Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. ACELY1723||
Sequence 2: Using inference to interpret multimodal information texts.
|Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences. ACELY1724||
Sequence 4: Analysing the way text and image combine to make meaning in a multimodal information text.
|Creating texts||Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas. ACELY1725||
Sequence 1: Using appropriate textual conventions to create descriptive texts that convey factual information.
|Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact. ACELY1726||Sequences 8 and 9: Using collaborative technologies to jointly construct and edit texts.|
|Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods. ACELY1727|
|Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts. ACELY1728|
Australian Curriculum: History
|Strand and sub-strand||Content descriptions||Elaborations in sequence content|
Historical knowledge and understanding
Investigating the ancient past
|How historians and archaeologists investigate history, including excavation and archival research. ACDSEH001||Sequences 1 and 2: Identifying different approaches to historical investigation such as the use of excavation.|
|The range of sources that can be used in a historical investigation, including archaeological and written sources. ACDSEH029||
Sequence 1: Using archaeological sources in a historical investigation.
|The Mediterranean world: Rome
||The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. ACDSEH004|
|Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. ACDSEH038||
Sequence 2: Examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome).
|The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs. ACDSEH039||
Sequence 3: Investigating the significant beliefs, values and practices of the ancient Romans using eyewitness accounts.
|Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs. ACDSEH040|
|The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus. ACDSEH131|