Elaboration (2) ACLMGU119
exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
Elaboration (2) | ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC121
collaborating with peers οn tasks, such as designing a poster for a significant event, for example, 25η Μαρτίου, Aπόκριες
Elaboration (1) | ACLMGC121 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGU134
understanding how differences in gestures, register and tone are used to change meaning of speech, for example, Είσαι καλά; or Τι κάνεις; can have multiple meanings
Elaboration (2) | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU136
understanding concepts and values such as το γλέντι, and η παρέα , το πανηγύρι for example, during Greek festivals, birthdays and name days
Elaboration (1) | ACLMGU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC144
recognising that some words have many different meanings, for example, the multiple meanings of γεια σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)
Elaboration (4) | ACLMGC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
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) | ACLMGC156 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU182
recognising that the sound ‘I’ is represented by the following letters, depending on the context: I , ι, H, η, Y, υ, Eι, ει, Οι, οι
Elaboration (4) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGC025
examining and interpreting idiomatic expressions, such as Πέρα βρέχει, including expressions which cannot be translated literally, for example, Tα έκανα θάλασσα
Elaboration | ACLMGC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU033
exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
Elaboration | ACLMGU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
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 (3) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (12) ACLSPU157
recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
Elaboration (12) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU178
investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner
Elaboration (5) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU031
understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
Elaboration (7) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLITC001
indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
Elaboration (4) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLKOC155
asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
Elaboration (1) | ACLKOC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC158
asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases
Elaboration (2) | ACLKOC158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOU166
describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases
Elaboration (2) | ACLKOU166 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLMGC105
participating in routine exchanges, such as opening and closing lessons, Καλημέρα παιδιά, Χαίρετε κυρία, naming the day of the week, Σήμερα είναι Δευτέρα, responding to the class roll, εδώ, λείπει, παρών, παρούσα and moving between activities, for example, …
Elaboration (1) | ACLMGC105 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU115
observing that the accent mark indicates emphasis, for example, το βιβλίο, η γάτα, ο σκύλος
Elaboration (1) | ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU115
using adverbs to show where, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω
Elaboration (4) | ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum