Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "high frequency words" returned 84 result(s)
Sort by Relevance | Title | Type |

ACLMGC144

Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning[Key concepts: non-equivalent words, contexts and situations, intercultural; Key processes: …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLMGC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLMGC106

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures (hot and cold, the owl song)

Elaboration | ACLMGC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGC106

sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes; masculine, feminine and neuter words

Elaboration (3) | ACLMGC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGC111

matching Greek and English words, for example, name tags, through playing games such as memory or snap

Elaboration (2) | ACLMGC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGU119

recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!

Elaboration (3) | ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU134

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

Elaboration (4) | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGC145

creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

Elaboration (3) | ACLMGC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLMGC146

exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα – these are not Greek …

Elaboration | ACLMGC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGU169

recognising that meanings of particular words and expressions can originate from earlier times, for example, εντάξει

Elaboration (2) | ACLMGU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGU185

identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, and discussing their emergence and use

Elaboration (3) | ACLMGU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGU033

exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

Elaboration (3) | ACLMGU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC106

Identify key words and information with guidance, in simple written, spoken, digital and visual texts[Key concepts: language, texts; Key processes: listening, gathering, naming, grouping]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLMGC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC109

Create and participate in shared performances and imaginative activities using familiar words, phrases, captions and language patterns[Key concepts: imagination, expression; Key processes: performing, captioning]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLMGC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC129

Share own experiences of communicating in Greek, recognising how it involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLMGC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC161

Translate texts from Greek to English and vice versa, interpreting meaning and identifying words or expressions of specific cultural significance in Greek[Key concepts: culture, equivalence, idiom; Key processes: translating, interpreting, mediating]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLMGC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Achievement Standard Modern Greek Years 5 and 6

By the end of Year 6, students use spoken and written Greek to exchange personal information such as, Οι δάσκαλοί μου είναι ..., Έχω πολλούς φίλους, Αγαπώ τη μουσική, describe feelings and express preferences, for example, Μου αρέσει να παίζω …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Achievement Standard Modern Greek Years 7 and 8

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (5) ACLMGU114

focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English

Elaboration (5) | ACLMGU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGU148

applying and using accent marks on all words which have more than one syllable and on a few monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, for example, μάτια, ματιά, γέρος, γ …

Elaboration (2) | ACLMGU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGC106

identifying key words from different written and spoken texts by labelling, matching, selecting, miming and using actions, for example, on an interactive whiteboard

Elaboration (1) | ACLMGC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Sort by Relevance | Title | Type |