Search

Elaboration ACLMGC104

singing and adapting rhymes, action songs, rap, lullabies and counting songs such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια, Το δαχτυλίδι

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 (1) ACLMGC108

performing songs, chants and rhymes in response to an imaginative digital or online text, for example, Η πολύ πεινασμένη κάμπια, experimenting with different expressive effects, such as using simple gestures or different voices

Elaboration (2) ACLMGC109

creating rhymes, nonsense phrases and songs using rehearsed language, adding Greek dancing, clapping and gestures, for example, Όπα, Ποπό!

Elaboration (3) ACLMGC109

performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι

Elaboration (1) ACLMGC143

creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger Greek language classes

Elaboration ACLSPC112

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration ACLSPC114

reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression

Elaboration (2) ACLSPC114

responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement

Elaboration (3) ACLSPC114

making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

Elaboration ACLSPC115

performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning

Elaboration (2) ACLSPC115

creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions

Elaboration (1) ACLSPU122

observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…

Elaboration (4) ACLSPC133

experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’

Elaboration (1) ACLTUC006

responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions

Elaboration (3) ACLTUC006

performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepet …

Elaboration (1) ACLTUC007

composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions

Elaboration (2) ACLTUC008

comparing and contrasting the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel …

Elaboration (2) ACLTUU014

beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and describing typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends …

Elaboration (4) ACLTUC024

creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play

Curriculum Types

Curriculum Elements Types

General Capabilities