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Elaboration (4) ACLMGC022

conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of Greek art, history and culture and their influence, for example, the Hippocratic Oath, the snakes and staff symbol relating to medicine, …

Foundation to Year 2 Modern Greek

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Years 3 and 4 Modern Greek

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing …

Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU114

developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs

Elaboration (4) ACLMGU115

using adverbs to show where, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω

Elaboration (4) ACLMGU119

understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’

Elaboration (4) ACLMGC129

discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

Elaboration (4) ACLMGC130

interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

Elaboration (4) ACLMGU131

using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning

Elaboration (4) ACLMGU132

experimenting with compound sentences using conjunctions such as και and αλλά

Elaboration (4) ACLMGU134

recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

Elaboration (4) ACLMGU135

recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ

Elaboration (4) ACLMGC141

preparing a dialogue with a partner about self, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;

Elaboration (4) ACLMGC144

recognising that some words have many different meanings, for example, the multiple meanings of γεια σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)

Elaboration (4) ACLMGC147

considering whether learning and using Greek impacts on their sense of identity either in or out of the classroom

Elaboration (4) ACLMGU148

applying phonic and grammatical knowledge to spell and write unfamiliar words

Elaboration (4) ACLMGU149

using the plural form of common nouns, for example, το αγόρι, τα αγόρια, η μπανάνα, οι μπανάνες

Elaboration (4) ACLMGU152

understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

Elaboration (4) ACLMGU153

discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

Elaboration (4) ACLMGC156

discussing and sharing learning strategies, such as developing vocabulary knowledge and expressing ideas and opinions in different ways, for example, Μαθαίνω νέες λέξεις όταν ακούω ελληνικά τραγούδια, Το μάθημα είναι πιο ενδιαφέρον όταν παίζουμε γλωσσικά …

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