Curriculum Types

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ACLJAU139

Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, …

literacy critical-creative Elaborations ScOT Terms

ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLMGC103

using greetings relevant to the time of day, καλημέρα, χαίρετε, καλησπέρα, καληνύχτα, celebration or event, χρόνια πολλά, and relationship to the other person, for example, γεια σου, γεια σας

Elaboration | ACLMGC103 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (6) ACLMGU114

recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι

Elaboration (6) | ACLMGU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLMGC138

planning and organising an event, such as inviting a special guest, for example, γιαγιά, to share information with the class about Greek celebrations (βάφτιση, γάμος) or to share a traditional recipe (πίτα)

Elaboration | ACLMGC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGU182

comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά

Elaboration (1) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (5) ACLMGU182

recognising the different pronunciation of the digraphs/diphthongs, for example, αυ - αυτοκίνητο and αυλή, ευ - ευχαριστώ and ευγενικός, μπ, ντ, γκ, γγ, τσ, τζ

Elaboration (5) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGC020

participating in discussions using modelled language, expressing opinions, for example, πιστεύω, νομίζω, and agreeing/disagreeing, for example, Συμφωνώ, Δεν συμφωνώ, on topics such as wearing hats in summer, for example, Φοράμε καπέλα το καλοκαίρι

Elaboration (2) | ACLMGC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLSPC171

creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote

Elaboration (4) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU013

using appropriate definite and indefinite articles that match the noun in gender and number (el, la, los, las, un, una, unos, unas) and noticing some special cases (el día, el idioma, la mano, la foto)

Elaboration | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU031

expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como

Elaboration (4) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLMGU117

using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, …

Elaboration | ACLMGU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

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

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