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Foundation to Year 2 Modern Greek

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGU149

using correct word order to ask questions and make requests, for example, Θέλεις το βιβλίο; Τον λένε Γιώργο;

Elaboration (2) ACLMGU166

using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject–verb–object), for example, Η Άννα τρώει καρπούζι

Achievement Standard Modern Greek Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, …

Achievement Standard Modern Greek Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for …

Achievement Standard Modern Greek Years 9 and 10

By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, Τι θα κάνεις μετά το σχολείο; They use language spontaneously …

Elaboration (2) ACLMGC103

sharing information about and describing self and others, for example, Είμαι έξι χρονών, Εσύ; Είμαι αγόρι, Είμαι κορίτσι

Elaboration (2) ACLMGC104

making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing

Elaboration (2) ACLMGC105

taking turns in games and action songs using repetitive language Σειρά σου, Έλα Άννα and songs such as ‘Περνά περνά η μέλισσα, Η μικρή Ελένη, Γύρω γύρω όλοι’, ‘Beat the champ’, ‘Buzz’

Elaboration (2) ACLMGC106

obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects

Elaboration (2) ACLMGC107

giving information about self, family, friends, and possessions by writing captions or attaching word bubbles to drawings or photos, using digital technologies

Elaboration (2) ACLMGC108

interacting with a character or puppet in an imaginary situation or setting, for example, ‘Spot the dog’, Πού είναι ο Σπότ; Τί κάνει ο Σποτ;

Elaboration (2) ACLMGC109

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

Elaboration (2) ACLMGC110

demonstrating to others the ways in which Greek people greet each other non-verbally and how body language is used to communicate `yes` or `no`, `not bad`, ‘What’s the problem?’, Why? and ‘Wow!’ Πoπό!

Elaboration (2) ACLMGC111

matching Greek and English words, for example, name tags, through playing games such as memory or snap

Elaboration (2) ACLMGC112

describing the experience of using Greek, for example, when singing a song or hearing Greek spoken by others

Elaboration (2) ACLMGC113

recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people

Elaboration (2) ACLMGU114

noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words

Elaboration (2) ACLMGU115

recognising that all nouns, in particular names in Greek, have an article and gender, for example, η Άννα, το σκυλί, ο μπαμπάς

Elaboration (2) ACLMGU116

comparing similar texts in Greek and English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

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