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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 (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 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 (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 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 (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 (1) ACLMGC121

collaborating with peers οn tasks, such as designing a poster for a significant event, for example, 25η Μαρτίου, Aπόκριες

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 (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 (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 (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 (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 ACLMGC025

examining and interpreting idiomatic expressions, such as Πέρα βρέχει, including expressions which cannot be translated literally, for example, Tα έκανα θάλασσα

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 (3) ACLSPC114

making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

Elaboration (12) ACLSPU157

recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano

Elaboration (5) ACLSPU178

investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner

Elaboration (7) ACLSPU031

understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde

Elaboration ACELA1508

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

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