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Elaboration (3) ACLMGC177

using a familiar text type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school in Greece or Cyprus

Elaboration (3) ACLMGC178

translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings Στου κουφού την πόρτα όσο θέλεις βρόντα, Ας τα λέμε καλά, Τα πολλά λόγια είναι φτώχεια

corresponding online with Greek-speaking peers to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations, Στην Ελλάδα το μάθημα …

Elaboration (3) ACLMGC180

reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with Greek speakers, for example, keeping a record of required modifications for intercultural experiences

Elaboration (3) ACLMGU182

applying appropriate pronunciation of ια, ιε, ιο, ιό, ιου with different preceding letters

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) ACLMGU184

discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements

Elaboration (3) ACLMGU185

identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, and discussing their emergence and use

Elaboration (3) ACLMGU187

analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

Elaboration (3) ACLMGC001

expressing likes and dislikes in classroom and school ground conversations, for example, M’ αρέσει/ Δε μ’ αρέσει η τσάντα

Elaboration (3) ACLMGC002

creating presentations or performances for family, friends or school community to showcase Greek language learning, for example, a Greek Christmas carol such as Τρίγωνα Κάλαντα, Άγια Νύχτα or a current pop song

Elaboration (3) ACLMGC003

responding with actions or gestures to questions such as Τι θέλεις; Κατάλαβες;

Elaboration (3) ACLMGC004

identifying key and commonly used expressions in texts and using them in own texts, for example, Απίστευτο! Σπουδαίο! Φοβερό! Τέλειο!

Elaboration (3) ACLMGC005

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

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 (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 (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 (3) ACLMGC009

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

Elaboration (3) ACLMGC010

participating in intercultural experiences, for example, visiting a Greek cultural establishment, reflecting on etiquette, cultural expressions and language choices

Elaboration (3) ACLMGC011

reflecting on gestures and language choices used by speakers of Greek and considering when and how to use these in own communication, for example, shaking head in agreement, use of hands to emphasise points made in conversation

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities