Elaboration (3) ACLMGU183
using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου, γιατί, επειδή, αλλά, και, τότε
Elaboration (3) | ACLMGU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC010
reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, …
Elaboration (2) | ACLMGC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLMGU017
examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages
Elaboration (3) | ACLMGU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC018
sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, …
Elaboration (1) | ACLMGC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC019
making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to a purchase, for example, currency conversion, change, το ευρώ, τα δολάρια, η έκπτωση
Elaboration (1) | ACLMGC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC019
planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with Greek names and symbols, for example, Πού είναι ...; δεξιά, αριστερά, πάνω, κάτω, μέσα, έξω, η καντίνα, το γραφείο
Elaboration (2) | ACLMGC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLMGC021
identifying different perspectives in a range of texts that relate to social and cultural issues such as special occasions, for example, 1st of January and gift giving, 1st of May, and associated greetings such as Καλή Χρονιά, Καλό μήνα, Καλή εβδομάδα, …
Elaboration (3) | ACLMGC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC028
preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity, Μιλώ αγγλικά, Είμαι Καναδός, Η μαμά μου μιλά ελληνικά και γαλλικά, ο παππούς μου είναι …
Elaboration (1) | ACLMGC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLSPC111
responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
Elaboration (2) | ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC112
participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
Elaboration (2) | ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC118
using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
Elaboration (1) | ACLSPC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC118
responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts
Elaboration (2) | ACLSPC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC119
identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …
Elaboration (1) | ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU126
noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; …
Elaboration (1) | ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC127
exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien
Elaboration (4) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC128
working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, …
Elaboration | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC128
working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …
Elaboration (1) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC130
surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats …
Elaboration | ACLSPC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC132
expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; …
Elaboration (1) | ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC137
using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. …
Elaboration (3) | ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum