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Elaboration (3) ACLMGC112

comparing aspects of own and Greek children’s lifestyles, such as interacting with family members, for example, daily greetings in the family, main meal of the day

identifying how cultural symbols reflect identity, such as flags, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

Elaboration (3) ACLMGU114

locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant

Elaboration (3) ACLMGU115

understanding that adjectives have gender, for example, κόκκινος, κόκκινη, κόκκινο, μεγάλος, μεγάλη, μεγάλο, καλός, καλή, καλό

Elaboration (3) ACLMGU119

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

Elaboration (3) ACLMGC120

exchanging simple correspondence such as notes, invitations or messages in print or digital form

Elaboration (3) ACLMGC121

participating in a role-play, for example, buying goods from a shop, using props (Καραγκιόζη, Τάκη the bear) to engage in conversation

Elaboration (3) ACLMGC122

using words, phrases or interjections which can be used in conversation, for example, Α καλά, έτσι μπράβο, Ποπό! Ωραία! Όπα!

Elaboration (3) ACLMGC123

identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

Elaboration (3) ACLMGC124

selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school for their sister-school in Greece or Cyprus

Elaboration (3) ACLMGC125

performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

Elaboration (3) ACLMGC129

experimenting with respectful gestures and titles, such as using titles κυρία, κύριε

Elaboration (3) ACLMGC130

discussing which groups they belong to, for example, family, class, learners of Greek and making connections and comparisons between own cultural perspectives and those of different cultural groups

Elaboration (3) ACLMGU131

comparing markings on words in different languages, for example, αλάτι (Greek), français, (French), váza (Czech), Grüße (German), niña (Spanish) and observing that the markings have different purposes

Elaboration (3) ACLMGU132

creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια

Elaboration (3) ACLMGU134

identifying how emphasis on words can change meaning, for example έλα has many meanings depending on how it is said and used, Έλα εδώ, Έλα τώρα!, Έλα Άννα (στο τηλέφωνο)

Elaboration (3) ACLMGU135

viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)

Elaboration (3) ACLMGU136

experiencing the importance of music and dance in Greek culture, as an expression of identity and emotions (happiness, joy, sadness, national pride)

Elaboration (3) ACLMGC137

comparing routines, interests and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου

Elaboration (3) ACLMGC138

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Greek or to promote the learning of Greek language and culture

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Curriculum Elements Types

Cross Curriculum Priorities