Search

Elaboration (2) ACLMGC106

obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects

demonstrating to others the ways in which Greek people greet each other non-verbally and how body language is used to communicate `yes` or `no`, `not bad`, ‘What’s the problem?’, Why? and ‘Wow!’ Πoπό!

Elaboration (2) ACLMGC113

recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people

Elaboration (1) ACLMGC123

reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions, for example, Το λιοντάρι είναι μεγάλο, Το ποντίκι είναι μικρό

Elaboration ACLMGC124

creating print or digital texts to describe people, objects or their favourite pets/animals, for example, Να ο Τάσος, Είναι δέκα χρονών, Του αρέσει να παίζει φούτμπολ, Είναι από την Ελλάδα, Μένει στην Αδελαΐδα, Το σπίτι μου, Να η κουζίνα, Να το μπάνιο, …

Elaboration ACLMGU134

recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek people use body language when communicating, which varies according to relationships

Elaboration ACLMGC141

constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as flyers, newsletters, advertisements and brochures

Elaboration ACLMGU151

using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults

Elaboration (3) ACLMGC156

expressing opinions using language such as Πιστεύω, Η γνώμη μου είναι ότι, and inviting people to give opinions or suggestions, for example, Τι νομίζεις; Τι προτείνεις;

Elaboration (3) ACLMGC158

organising and presenting information for a Greek-speaking audience, for example, a web page describing and explaining leisure activities of young people in Australia

Elaboration (2) ACLMGC159

responding to imaginative texts, comparing ways in which people, places and experiences are represented, for example, the goddess Athena, Poseidon or characters in modern fiction

Elaboration (1) ACLMGC163

making appropriate language choices with awareness of social situations, for example, using the polite plural form when speaking to people who are older or not familiar

Elaboration (2) ACLMGU166

using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject–verb–object), for example, Η Άννα τρώει καρπούζι

Elaboration ACLMGC173

participating in class discussions on topics of interest to young people, for example, Θέλω να πάω διακοπές, Πού θα πας το Σάββατο; Ποια είναι η γνώμη σου για το θέμα αυτό; Ποια είναι τα θετικά και αρνητικά του/της, τα υπέρ και τα κατά του/της ...

Elaboration (4) ACLMGC005

using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

Elaboration (1) ACLMGC011

recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members

Elaboration (3) ACLMGC022

creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event or to recycle waste containers and materials

Elaboration (3) ACLMGU034

appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities