Elaboration (2) ACLMGC010

reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, …

Elaboration (2) | ACLMGC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

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) | ACLMGU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGC018

sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, …

Elaboration (1) | ACLMGC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGC019

making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to a purchase, for example, currency conversion, change, το ευρώ, τα δολάρια, η έκπτωση

Elaboration (1) | ACLMGC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGC019

planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with Greek names and symbols, for example, Πού είναι ...; δεξιά, αριστερά, πάνω, κάτω, μέσα, έξω, η καντίνα, το γραφείο

Elaboration (2) | ACLMGC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

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) | ACLMGC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGC028

preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity, Μιλώ αγγλικά, Είμαι Καναδός, Η μαμά μου μιλά ελληνικά και γαλλικά, ο παππούς μου είναι …

Elaboration (1) | ACLMGC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLSPC113

contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. …

Elaboration (2) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC114

listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions

Elaboration (1) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC128

working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, …

Elaboration | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC128

working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …

Elaboration (1) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC134

matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’

Elaboration (1) | ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC135

creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes

Elaboration (1) | ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU139

specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche

Elaboration | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU142

discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use

Elaboration | ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC150

comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, …

Elaboration (1) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC150

responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

Elaboration (4) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC153

creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, …

Elaboration (4) | ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC163

developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron

Elaboration (3) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC167

creating and combining different types of texts and modes of presentation, such as blogs, film clips or recorded interviews, to explore social or cultural themes such as Los peligros del Internet or El acoso escolar

Elaboration (1) | ACLSPC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum