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Elaboration (3) ACLMGC001

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

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

Elaboration (3) ACLMGU012

using the Greek alphabet for spelling out names and other words

Elaboration (3) ACLMGU013

using negative expressions such as δεν, μη

Elaboration (3) ACLMGU017

examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

Elaboration (3) ACLMGC018

using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

Elaboration (3) ACLMGC019

planning collaboratively for an event by participating in scenarios related to travelling in Greece or Cyprus, for example, planning an itinerary, Τη Δευτέρα θα πάμε στην Ακρόπολη, Την Τρίτη θα είμαστε στο Σούνιο

Elaboration (3) ACLMGC020

contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

Elaboration (3) ACLMGC021

identifying different perspectives in a range of texts that relate to social and cultural issues such as special occasions, for example, 1st of January and gift giving, 1st of May, and associated greetings such as Καλή Χρονιά, Καλό μήνα, Καλή εβδομάδα, …

Elaboration (3) ACLMGC022

creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event or to recycle waste containers and materials

Elaboration (3) ACLMGC023

analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities