Go to page Content

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
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.
Sequence 11: Discussing how a multimodal presentation can influence the audience’s interpretation of the language of an ancient text.

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.
Sequence 5: Identifying how an author has adapted the structure and language features of a conventional information text to create a ‘faction’ text.
Sequence 6: Analysing a hybrid information text in order to understand how the author has manipulated conventional text structures and language features.

  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 clausesACELA1532  
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.
Sequence 6: Identifying how adverbial intensifiers can be used to strengthen evaluative language.

  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, suffixesprefixes, spelling patterns and generalisations to learn new words and how to spell them. ACELA1539

 

Literature
Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contextsACELT1619

Sequence 2: Building knowledge, understanding and skills in relation to the history, culture, and literary heritage of ancient Rome.
Sequence 3: Exploring how an author’s viewpoint can influence the interpretation of historical, social and cultural contexts.
Sequence 8: Exploring the ways an author uses characterisation to represent a range of views about the history and culture of ancient Rome.
Sequence 9: Identifying and explaining differences between points of view in texts; for example, the changes a character undergoes in their personal journey.
Sequence 10: Identifying and explaining differences between points of view in myths and legends, which have been adapted from the original for a modern audience.
Sequence 11: Using multimodal readings to develop knowledge, understanding and skills 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

Sequence 8: Using a range of techniques to reflect on a character’s opinions and motivations.
Sequence 9: Using textual references to justify a point of view about a character.

  Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of textsACELT1621

Sequences 3 and 5: Identifying how evaluative language is used to influence the reader’s opinion in a factual text.
Sequence 7: Exploring the ways noun groups are used to influence how the reader views the setting in a narrative text.
Sequences 8 and 9: Exploring the range of language techniques used to create characters in a narrative 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.
Sequence 6: Using metalanguage to discuss the use of a newspaper as a format to present information.
Sequence 12: Discussing the use of illustrated narratives as a means to convey factual information.

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.
Sequence 8: Analysing the techniques authors employ to develop characters in a narrative.
Sequence 12: Discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose.

  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 juxtapositionACELT1625

Sequence 5: Adapting an information text into a ‘faction’ text by adopting a narrative viewpoint.
Sequence 6: Employing a sensationalist writing style to recount a historical event.
Sequence 7: Employing writing techniques identified in a novel study to describe a scene from a video.

  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.
Literacy
Texts in context
Analyse and explain the effect of technological innovations on texts, particularly media textsACELY1765  
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

Sequence 3: Explaining the use of language features to influence the audience in a persuasive text.
Sequence 5: Explaining the use of language features to influence the audience in a ‘faction’ text.

  Use prior knowledge and text processing strategies to interpret a range of types of texts. ACELY1722

Sequences 2 and 3: Interpreting the presentation of information in a hybrid text.
Sequence 7: Using prior knowledge of the senses to interpret setting descriptions.

  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.
Sequence 3: Identifying grammatical techniques used in a persuasive text.
Sequence 7: Identifying grammatical techniques used in a narrative text.

  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.
Sequence 11: Analysing the way poetry and illustrations combine to make meaning in a multimodal poetry 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.
Sequence 2: Using appropriate textual conventions to create literary recounts that convey factual information.
Sequence 11: Selecting visual and audio features to support audience understanding of a written text.
Sequence 12: Writing imaginative texts to create a multimodal reading of an image.

  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  

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA). 

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.
Sequence 2: Listing a range of sources (both archaeological and written) required in a historical investigation to develop a response to the question(s) being asked.

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).
Sequence 8: Exploring the context of Roman social structures through studies of individuals.
Sequence 9: Representing key groups in ancient Roman society through creative writing.

  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.
Sequence 4: Investigating the significant beliefs, values and practices of the ancient Romans using information texts.
Sequence 5: Investigating the significant beliefs, values and practices of the ancient Romans using ‘faction’ texts.
Sequence 6: Investigating the significant beliefs, values and practices of the ancient Romans using hybrid texts.
Sequence 7: Investigating the significant beliefs, values and practices of the ancient Romans presented in fictional narrative texts.
Sequence 8: Investigating the significant beliefs, values and practices of the ancient Romans presented in fictional narrative texts.
Sequence 9: Investigating the significant beliefs, values and practices of the ancient Romans presented in fictional texts.
Sequences 10 and 11: Investigating the significant beliefs, values and practices of the ancient Romans presented in contemporary and modern poetry.
Sequence 12: Investigating the significant beliefs, values and practices of the ancient Romans presented in illustrated fictional texts.

  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

Sequence 3: Examining the historical context and writing of Pliny the Elder and his contemporaries.
Sequences 10 and 11: Examining the historical context and writing of Ovid.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).