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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

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, …

Elaboration (3) ACLMGC103

using formulaic expressions in everyday situations, for example, παρακαλώ, ευχαριστώ, imitating Greek speech, and incorporating appropriate gestures and body language

Elaboration (3) ACLMGC104

playing games such as matching pairs, memory games and bingo to reinforce vocabulary

Elaboration (3) ACLMGC106

sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes; masculine, feminine and neuter words

Elaboration (3) ACLMGC107

using simple sentences and supporting gestures to communicate informally about self, friends and favourite possessions, for example, Παίζεις νέτμπολ; lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to …

Elaboration (3) ACLMGC108

acting out their favourite character or event from a shared story and making simple statements, for example, Είμαι η Μορμώ.

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 (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

Elaboration (3) ACLMGC113

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 (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!

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