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Elaboration (1) ACLMGC005

describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party

Elaboration (2) ACLMGC005

presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class

Elaboration (3) ACLMGC005

reporting on events in their school life, personal world and immediate environment, for example, in a diary entry

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 ACLMGC006

participating in imaginary exchanges between characters from a story in a performance for the class

Elaboration (1) ACLMGC006

accessing digital texts, and responding to questions about characters and events

Elaboration (2) ACLMGC006

describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard

Elaboration (3) ACLMGC006

listening to songs such as Greek versions of English language songs, for example, ‘Jingle bells’/’Τρίγωνα Κάλαντα’, and comparing aspects that may be similar or different

Elaboration ACLMGC007

creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games, for example, Greek version of Scrabble

Elaboration (1) ACLMGC007

creating and telling a story from a stimulus, such as a photograph, using speech bubbles, voice recordings or captions to accompany visuals, using digital technologies

Elaboration (2) ACLMGC007

creating and performing a short play or video clip to share with and entertain others, for example, a rap or role-play on Grandparents’ Day or Open Day for younger students

Elaboration (3) ACLMGC007

composing and participating in imaginary interactions, for example, a conversation between avatars or meeting a character from a Greek story or film for the first time

Elaboration ACLMGC008

translating short, simple texts from Greek to English and English to Greek, identifying words and expressions that can be readily translated and those that can be ‘lost in translation’, for example, το κέφι, βρέχει καρεκλοπόδαρα

Elaboration (1) ACLMGC008

translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions

Elaboration (2) ACLMGC008

identifying and explaining expressions that need interpretation rather than translation, for example, Γιάννης - Γιαννάκης, τσάκα-τσάκα

Elaboration (3) ACLMGC008

using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning, for example, το κορίτσι/αγόρι μου

Elaboration ACLMGC009

creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use

Elaboration (1) ACLMGC009

using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience

Elaboration (2) ACLMGC009

creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services

Elaboration (3) ACLMGC009

creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα

Curriculum Types

Curriculum Elements Types