australian curriculum: languages modern...

Australian Curriculum: Languages

Modern Greek Draft Foundation to Year 10 Sequence

May 2013

http://consultation.australiancurriculum.edu.au

Modern Greek – Draft Foundation to Year 10 Sequence – May 2013 2

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Foundation to Year 2 (Level 1)

Foundation to Year 2 (Level 1) Band description

Learners enter the early years of schooling with established oracy skills in at least one language. They have varying degrees of literacy experience, and begin to understand the role language plays in their world. Learners at this stage are naturally curious and active, and approach learning with a sense of enjoyment. For many students, Modern Greek is a new language and culture which they are encountering for the first time. At the same time they are studying English language and literacy; while the learning of Modern Greek differs from the learning of English, each supports and enriches the other.

Learners interact with each other and the teacher within the learning environment. Learning occurs through classroom interactions, routines and familiar activities, supported by the use of materials and resources, gestures and body language. Play, imaginative activities, games, music, dance and familiar routines provide essential scaffolding for language development and intercultural comparisons. The use of ICT enriches the Modern Greek language and cultural experience by providing alternative modes of learning, a plethora of resources and opportunities to hear/see authentic language in different contexts.

The initial focus of learning Modern Greek is on listening to the sounds and patterns specific to the Greek language (such as syllables using all the consonants and vowels, paying attention to the sounds which may be foreign to the students, such as the guttural γ, ρ and γκ and ξ and ψ in words) and trying to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help learners to identify high-frequency words and simple phrases, and to recognise the purpose and intention of simple texts. Learners identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions, responding to directions, singing songs, and taking turns in games and simple shared tasks. Through early exposure to text types such as traditional children’s songs and nursery rhymes, stories from big books, plays and interactive resources they begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.

There is a natural transition from spoken to written language. Learners begin to recognise letters of the Greek alphabet and compare them to the English alphabet. Language skills progress from recognition to tracing, labelling and copying, and then to co-constructing simple texts using familiar vocabulary. They use a variety of cues including images, context and frequently used word patterns to comprehend texts and communicate.

As learners continue to use language, they also begin to understand how language and culture are interconnected. They notice and talk about differences and similarities between Modern Greek and other languages and cultures they bring with them. This provides them with opportunities to consider perspectives other than their own and to reflect on their learning.

While Greek is the medium for class directions and instructions (for example, έλα, έλατε, κάθησε, καθήστε, σήκω, σηκωθήτε), daily routines, introducing and modelling new language and asking simple questions (for example, Πώς σε λένε; Τι κάνεις; Τι κάνετε), English is used for discussion and explanation of language and culture.


Foundation to Year 2 (Level 1) Content descriptions and elaborations

Communicating

Socialising and taking action

1.1 Interact with peers and the teacher by greeting, introducing themselves, naming friends and family members, and using appropriate language for special celebrations. [Key concepts: self, relationship, social exchange, naming; Key processes: greeting, interacting, introducing, selecting]

• using greetings relevant to the time of day, celebration or event, and relationship to the other person, for example, καλημέρα, γεια σου, γεια σας, αντίο, Kαλό Πάσχα, Xρόνια Πολλά, by conversing, singing, making up a rap tune

• talking about and describing self and others, for example, Να η μαμά μου. Πώς σε λένε; Με λένε ... Εσένα; Είμαι έξι χρονών. Εσύ

• using everyday expressions such as παρακαλώ, ευχαριστώ, πολύ καλά, έλα, έλα εδώ, ελάτε εδώ, imitating Greek speech, using Greek patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language

1.2 Follow routines and instructions in classroom interactions. [Key concepts: taking turns, playing fairly; Key processes: greeting, interacting, introducing, selecting]

• listening to, remembering and following classroom instructions (for example, σήκω, σηκωθείτε, έλα, ελάτε, ελάτε μέσα, καθήστε, έλα εδώ, πήγαινε έξω) and using Modern Greek for certain everyday classroom routines such as roll call and greetings

• noticing the importance of gestures and body language for communication and social interaction, for example, adding emphasis in expressions such as έτσι κ’ έτσι, or raising eyebrows for ‘no’

1.3 Identify and use frequently used words and phrases in rhymes, songs and digital texts [Key concepts: play, language; Key processes: singing, playing, performing]

• engaging in activities such as singing, playing and performing

• taking turns when playing games or singing songs such as ‘Η Μικρή Ελένη’, ‘Η Μέλισσα’, Buzz, Hot Potato, Bingo, ‘Heads, Shoulders, Knees and Toes’

• applying new language to familiar tunes For example ‘Frere Jacques’, ‘Twinkle Twinkle Little Star’, ‘One Little, Two Little, Three Little Rabbits’

Obtaining and using information

1.4 Gather information by responding to a variety of stimuli, including the teacher, peers and multimodal sources. [Key concepts: language, senses Key processes: listening, gathering, processing, grouping]

• using contextual and visual clues to gather information for example while playing games such as Celebrity Heads and Guess


1.5 Create and present information about familiar people and objects. [Key concepts: self, personal world; Key processes: constructing, sharing, presenting]

• creating letters and words such as own name, and reading them aloud

• sequencing drawings and matching or labelling

• using vocabulary and learnt structures to create texts, such as a family album or a class picture dictionary

• creating texts to celebrate important events, for example, birthday cards, Easter posters

Responding to and expressing imaginative experience

1.6 Identify characters and events in short imaginative texts. [Key concepts: story, character; Key processes: responding, participating, creating and re-creating, performing]

• participating in and responding to short imaginative texts through action and movement

• reading from texts that include repeated words and rehearsed language patterns, making predictions about the storyline and characters using clues from the cover, symbols, pictures and words in the text

• experimenting with different voices for different expressive effects, using puppets or through role-play

• sharing feelings about and making connections between own experiences and those of the characters , places and events encountered in creative texts

1.7 Create written and oral texts about real and imagined experiences. [Key concepts: being, drama, play, language; Key processes: creating, expressing, performing]

• creating a puppet play or dramatic performance based on an aspect of a story, song, poem or cartoon, for example, Μορμώ

• making up rhymes, nonsense phrases and songs using rehearsed language, adding Greek-style dancing, clapping and gestures, for example, Όπα, Ποπό!

• performing chants, rhymes and songs, using music and actions to support meaning, for example, Περνά Περνά η Μέλισσα, Μια Ωραία Πεταλούδα

Moving between/translating

1.8 Translate labels, captions and directions from Greek to English and from English to Greek. [Key concepts: family; Key processes: noticing, explaining, comparing]

• comparing words and phrases in Greek and in other known languages, observing commonalities in terms for family members or food, for example, ‘mum’/η μαμά, ‘pineapple’/ο ανανάς

• making comparisons between Greek and English words, noticing similarities and differences, for example, το αλφάβητο/‘alphabet’, το βάζο/‘vase’, ο Σεπτέμβριος/‘September’, πέντε/‘pentagon’


1.9 Interpret non-verbal elements of the Greek language. [Key concepts: culture, language; Key processes: mimicking, modelling]

• modelling to others the 'the ways in which Greek people greet each other non-verbally and how body language is used to communicate 'yes' or 'no', 'not bad' ‘what’s the problem?’, and ‘wow’ (Πoπό!)

• noticing and comparing non-verbal elements in Greek and other languages represented in the classroom

Expressing and performing identity

1.10 Recognise self as belonging to groups. [Key concepts: naming, culture, self, belonging Key processes: recognising, interconnecting interculturally]

• understanding the traditions of naming such as name days, naming after parents, and use of religious and ancient names

• noticing the diversity of languages and cultures that are represented in the classroom

• representing identify in a variety of ways, including self, family and different groups they belong to, for example, Η οικογένειά μου, Η παρέα μου, Η τάξη μου/μας, Οι φίλοι μου

• developing sensitivity and empathy for all cultures

Reflecting on intercultural language use

1.11 Recognise differences and similarities between Greek and other languages and cultures. [Key concepts: house, school, language, culture; Key processes: noticing, recognising]

• observing and responding to visual images of houses, schools, shops and forms of transport in Greece, for example, τα ζαχαροπλαστεία, τα μηχανάκια, το τρόλλεϋ

• comparing aspects of own culture and Greek culture, for example, birthday or name-day celebrations

1.12 Notice aspects of own language(s) and culture(s). [Key concepts: Key processes: noticing, understanding, comparing]

• noticing similarities and differences in cultural practices and stating own reactions to the language used, for example, γεια σου, γεια χαρά, στο καλό

• noticing and responding to teacher prompts, for example, ‘What do you see/notice about … when looking at picture books/playing children’s games?’

Understanding

Systems of language

1.13 Recognise and reproduce the sounds and rhythms of spoken Greek. [Key processes: recognising, reproducing]

• reproducing Greek sounds, intonation and stress, including unfamiliar sounds, for example, Γγ, Χχ, Ρρ


• correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο)

• using different strategies to remember new sounds

1.14 Recognise that Greek is shaped by grammatical rules and patterns and that its sentence and word order differs from English. [Key processes: repeating, understanding, comparing]

• noticing the order of words in phrases and sentences, for example, η μαμά μου, το θέλω

• observing that the accent mark indicates emphasis, for example, το βιβλίο, η γάτα, ο σκύλος

• noticing that all nouns in particular names in Greek have an article and gender

• noticing the grammatical features of Greek language relating to conventions such as gender, articles, verbs, nouns and adjectives, for example, o, η, το, λένε, μαμά, μικρό

1.15 Recognise that sounds are used to form words and that high-frequency words form the basis of simple sentences. [Key processes: predicting, recognising]

• recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω

• understanding that syllables such as α-λά-τι and μά-τι can be joined together to make words

• beginning to recognise high-frequency words such as η, ο, το, μου, έχω, είμαι, να

Variability in language use

1.16 Recognise that in Greek, greetings and forms of address vary according to the age, gender and relationship of participants, and depending on place and circumstance. [Key concepts: gender, relationships; Key processes: selecting, noticing]

• 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, ΓειαΓειά σας, Καλησπέρα or Καληνύχτα depending on the time of day

• observing how characters in television programs and movies address or greet one another

1.17 Recognise the similarities and differences between the Greek and English scripts. [Key concepts: change, dynamism; Key processes: identifying, comparing]

• comparing lower and upper case Greek and English alphabet letters

• understanding that the English alphabet was derived from the Greek alphabet and recognising the similar order of letters


Language awareness

1.18 Identify how Greek has influenced many languages spoken today, including English. [Key concept: dynamism, change, continuity; Key processes: identifying, comparing]

• understanding that there are many everyday words and names in English that have Greek origins, for example, ‘telephone’, ‘story’, ‘echidna’, ‘eucalyptus’, ‘disco’, ‘Chloe’, ‘Jason’, ‘Zoe’

• understanding that there are many technical words in English that have Greek origins, for example, ‘telescope’, ‘thermometer’, ‘astronaut’

Role of language and culture

1.19 Recognise representations of culture in many and varying forms. [Key concepts: culture, community; Key processes: identifying, recognising]

• observing that members of Greek speaking communities both within and outside of Australia may do things differently from the ways they are done in own culture, for example, flying kites on the first day of Lent (Καθαρή Δευτέρα)

1.20 Connect language and culture in visual and audio representations. [Key concepts: culture, symbolism; Key processes: identifying, processing]

• exploring stimuli or texts such as excerpts of songs or films that reflect aspects of Greek culture, for example, 'exploring emblems/symbolic representations of Greek culture such as the flag, and texts such as songs or excerpts of films that reflect aspects of Greek culture'

Years 3 and 4 (Level 1)

Years 3 and 4 (Level 1) Band description

This stage is one of social experimentation, and learners have a heightened awareness of their peers and their relationships with them. As they explore the diversity of their own and others’ cultures and languages, learners develop an understanding of their own place in the world. They work both independently and cooperatively, further developing their sense of personal as well as group identity.

Learners respond to multimodal, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning, including English and other languages. Learners begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek; for example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek it changes according to case, gender and number (ο, η, το, οι, οι, τα). Comparing the structures and patterns of Modern Greek to those of English helps learners understand both languages, assisting in the development of their overall literacy skills. At this level, learners have control of writing the Greek alphabet. They become aware of the interdependence of Greek language and culture and how these systems connect and compare to their own language and culture. They discuss and begin to explore the significance of certain traditions, practices and values and the language associated with these, such as 25η Mαρτίου, Απόκριες, ΄Οχι day.


The contexts in which learners interact in learning and using Modern Greek are primarily the classroom, school, home and community, with some access to wider communities of Modern Greek speakers and resources through out-of-classroom activities and the use of virtual and digital technology.

Learners use simple language structures, vocabulary and phrases, for example, τί καιρό κάνει σήμερα, χρόνια πολλά. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Learners understand basic grammatical features such as the position of the possessive pronoun (for example, η μαμά μου) and the importance of the use of articles (for example, η ΄Αννα), and apply them in their own speech and writing. Specific language learning skills such as memory and communication strategies are developed. Listening skills are developed further, and through constant repetition and consolidation learners ask and respond to questions, give information, and read and write simple texts. With extensive support, they use their imagination to create short songs, games and performances. Language remains at a simplistic, repetitive level within familiar and predictable contexts. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, YouTube clips and digital games. Procedural, informative and descriptive texts (for example, recipes, weather reports and family descriptions) show how language is used in different ways and for different purposes.

This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection.

Years 3 and 4 (Level 1) Content descriptions and elaborations

Communicating


2.1 Exchange personal information with the teacher and peers, about everyday routines involving school and home environment. [Key concept: everyday routines (home and school); Key processes: speaking, presenting, taking turns]

• initiating and sustaining a conversation, asking and answering questions about self, family, leisure, neighbourhood, daily experiences, friends, places and objects, for example, Πώς σε λένε; Με λένε Μαρία. Εσένα; Πού είναι ο κύριος Παναγιώτης; Να τος. Τι καιρό κάνει σήμερα; Κάνει κρύο/ζέστη. Βρέχει. Δε βρέχει

• reinforcing new vocabulary through the use of songs, raps, games and puppets

2.2 Identify and use directives and interrogatives in classroom and familiar contexts (ask for permission or repetition, request help, ask how to say or write something, and praise or encourage peers in classroom interactions). [Key concepts: experience, exploration; Key processes: interacting, participating, asking, writing, repeating]

• asking permission, for example, Μπορώ να πάω στην τουαλέττα

• asking for repetition, for example, Ορίστε

• requesting help, for example, Θέλω βοήθεια

• asking how to say or write a word, for example, Πώς το λένε στα Ελληνικά


• praising and encouraging, for example, Μπράβο! Ωραία!

• responding to questions, directions and instructions, for example, Μάλιστα!

• describing own world, for example, η τάξη μου, το σχολείο μου

2.3 Follow instructions and participate in activities. [Key concepts: routines, celebrations, games; Key processes: participating, performing]

• participating in everyday classroom activities, for example, Δεν κάνει κρύο. Ναι, κάνει κρύο! Όχι, δεν κάνει κρύο!

• creating invitation cards for a party, game, performance or class event, for example, Ελάτε στο πάρτυ μου, το Σάββατο, στις έξι, στο σπίτι

• following procedures or instructions, for example, following a recipe to make κουλουράκια, κεφτέδες, or creating a model of a Greek building or artefact such as the Parthenon or King Philip’s λάρνακα

• making and playing original board games


2.4 Elicit and gather information relating to everyday contexts (such as the home) and everyday routines. [Key concepts: home, self, others; Key processes: noticing, selecting, recording, interpreting]

• surveying peers regarding their likes, interests, routines and activities, and collating and presenting the results, for example, in birthday charts or graphs

• reading profiles and stories in print and digital form

2.5 Use resources and descriptive language to present information gathered about familiar people and objects. [Key concepts: description, subjects, objects; Key processes: observing, describing, reporting, presenting, identifying]

• creating print or digital texts to describe people, for example, Να ο Τάσος. Είναι δέκα χρονών. Του αρέσει να παίζει φούτμπολ. Μένει στην Αδελαΐδα

• creating texts which describe pets/animals, for example, visiting a farm and writing about their favourite animal (Να το αρνάκι. Είναι μικρό)

• creating texts to describe places and events (for example, a travel brochure for a Greek island, resort or city, or a description of a party or school celebration) and giving short presentations on the topic 'to peers and to Greek-speaking students in Australia or overseas via virtual or digital technology


2.6 Listen to, read and respond to stories, myths, legends and fables. [Key concepts: myths, legends; Key processes: listening, responding, comparing]

• experiencing children’s stories such as Μορμώ, myths and Aesop’s fables in a range of text types (for example, short stories, television programs, plays),

• noticing elements of humour and drama, and the use of sound effects and facial expressions, and making connections with their own experience and that of the characters depicted in the texts


• recognising cultural practices depicted in stories, for example, gift giving on New Year’s Day

• comparing an Australian Dreaming story to a Greek myth and highlighting the similarities and differences

2.7 Create and perform texts to express own imagination in response to a shared stimulus. [Key concepts: humour, action/adventure; Key processes: performing, creating, expressing]

• experimenting with voice to animate characters and using movement/drama to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs

• modifying songs by substituting their own names or other words into a well-known song or tune, for example, Η μικρή Ελένη, ‘Twinkle, Twinkle, Little Star’

• making picture books about their favourite character in stories, films or television programs to share with younger students


2.8 Translate into Greek, the language of the classroom and other familiar environments such as school and home for peers, teacher and family. [Key concept: local environments; Key processes: translating, identifying, labelling]

• exploring meanings between Greek and English, for example, by using picture dictionaries

• creating a variety of texts to inform parents and grandparents of different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα

• explaining to peers, teachers and family how some words have many different meanings, for example, the multiple meanings of γεια σου and χρόνια πολλά

2.9 Explain expressions and gestures, why language choices are made and how culture influences translation. [Key concepts: language, culture, exploration; Key processes: connecting, engaging, explaining]

• using gestures to communicate with others, for example, responding to a yes/no question

• understanding the importance of gestures to communicate, for example, raising eyebrows


2.10 Describe memberships of a range of networks such as clubs, teams or language-speaking communities. [Key concepts: belonging, becoming, self, community; Key processes: describing, interconnecting, expressing]

• using Greek to express aspects of personal identity and interests, for example, making a passport, designing a jersey for a sporting team



2.11 Identify similarities and differences in Greek and Australian school and cultural experiences. [Key concepts: language, culture; Key processes: discussing, comparing, identifying]

• comparing and contrasting school life and special occasions in Greece and in Australia, for example, school and home routine, and school and public holidays

• understanding that language choice is influenced by different cultural practices, for example, saints’ names and name days

2.12 Reflect on identity and belonging. [Key concepts: family, class, culture, language; Key processes: decentring, comparing, discussing, connecting]

• discussing which groups they belong to (for example, family, class, learners of Greek) and making connections and comparisons between own cultural perspectives and those of different cultural groups

• reflecting on new experiences associated with their language learning experiences by considering questions such as: ‘Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my experience? How? In what ways?’, and sharing responses with peers

• interacting with teachers, other Greek speakers, peers, and noticing aspects of their speech and actions that are the same as or different to student’s own

Understanding

Systems of language

2.13 Identify and use the alphabet and recognise sound–letter relationships, letter clusters, vowel–consonant combinations and sight words. [Key processes: identifying, recognising, repeating]

• identify and use the sounds of the 24 Greek alphabet letters as well as the most common digraphs and letter blends

• practising letter clusters (for example, στρ, μπρ, τσ, τζ) in common words or in names

• noticing similarities and differences in English and Greek sounds, for example, Β/β, Ρ/ρ

2.14 Identify word-order agreements, word functions, gender and plural forms. [Key processes: describing, relating]

• beginning to describe and explain features of Modern Greek using metalanguage, for example masculine, feminine, neuter nouns

• noticing the use of gender in Greek names, singular/plural, use of articles for example– Η Άννα, η γάτα, οι γάτες, τα ψάρια, ο μπαμπάς

• using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια


• creating simple sentences in the subject-verb-object order, for example, Το βάζο έχει λουλούδια

• using adverbs to indicate where and how much, for example, έξω, μέσα, πολύ, λίγο

2.15 Recognise that words can mean different things in different contexts, that languages borrow words from one another and use them to suit their own purposes, and that not all words can be translated. [Key processes: identifying, describing]

• understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’

• noticing that some words in Greek are borrowed from other languages

• examining the etymology of everyday words in English which are derived from Greek morphemes/words or even from Greek myths (for example, ‘school’, ‘maths’, ‘Ajax’), and talking about the large extent to which this has occurred

• noticing that some Greek words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word, for example, φιλότιμος

2.17 Recognise and use the system of accentuation. [Key processes: identifying, comparing]

• using the accent mark appropriately in Greek when writing

• comparing markings on words in different languages, for example, αλάτι (Greek), entrée (French), váza (Czech: ‘vase’), Grüße (German: ‘greetings’)


2.16 Recognise that language use, including voice, tone, directness or formality, varies according to age, gender and the relationship of participants. [Key concepts: change, relationships, participants; Key processes: noticing, comparing]

• noticing the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γειά σας κύριε

• noticing how people use body language when communicating

• comparing the meaning of Greek social conventions and how they are used in different contexts, for example, Kαλή όρεξη. Καλό μήνα

Language awareness

2.18 Observe that languages change with use over time, for example, that the language used by the Ancient Greeks has developed into the Modern Greek language. [Key concepts: continuity, change; Key processes: identifying, processing]

• recognising that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora

• noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, that Ancient Greek has influenced and still influences many languages of the world)


• viewing inscriptions on ancient Greek tombstones (for example, from Vergina), coins (for example, from Alexander the Great’s or King Philip’s reign) and vases (for example, from the Hellenistic era)

2.19 Recognise the importance of gestures, register and tone. [Key processes: recognising, analysing]

• observing how differences in gestures, register and tone are used to change meaning of speech

• observing how emphasis on words can change meaning, for example, έλα

• observing how the purpose of interaction (for example, command or invitation) can change the emphasis on words, for example, gesture, intonation and tone


2.20 Notice that culture connects visible elements such as music, food, dance and song with invisible elements such as values, beliefs and attitudes. [Key concepts: celebrations, symbolism; Key processes: understanding, identifying]

• experiencing aspects of authentic Greek culture (for example, the cracking of red eggs at Easter, the Easter candle, sugared almonds at weddings and christenings) and their symbolism

• understanding concepts and values such as το γλέντι, η παρέα and το κέρασμα, for example, Greek festivals, birthdays and name days

2.21 Recognise and use language appropriate to formal and informal interactions. [Key concepts: time, place, formal, informal; Key processes: identifying, interacting]

• examining culturally appropriate phrases for different times of the day and for different purposes (for example, καλή εβδομάδα, καλό καλοκαίρι) and asking ‘What would I say in my language?’

• reading, viewing and listening to stories in a range of text types and identifying which interactions are formal and which are informal, and discussing the difference between formal and informal interactions

Foundation to Year 4 (Level 1) Achievement standard

By the end of Level 1, students initiate interactions with the teacher and peers through games, routines and imaginative activities relating to themselves and their immediate world; participating in greetings and introductions; asking and answering questions; and giving and responding to instructions, for example, Πού μένεις, πόσο χρονών είσαι, ο φίλος μου ο Νϊκος παίζει μπάλα. They listen to, read and produce factual and imaginative texts such as descriptions, recounts, stories, songs, news reports and dialogues. They speak and write about their own identity by describing how they are beginning to belong to the community of Greek speakers, using vocabulary based on their personal experience and connected to home and the local environment, for example, Η τάξη μου, το σπίτι μου. Students adjust their language depending on the audience, and when talking to others 'and they recognise and discuss with peers the challenges of expressing themselves in a different linguistic and cultural context and situations..


Students recognise and use the Greek alphabet, sound and writing systems to read, view and write short texts such as sentences, invitations, songs, comics, postcards, cartoons, recognising the patterns in word order and plurals, and using teacher cues, visual stimuli, word lists and charts to support comprehension. They reproduce correct intonation, pronunciation and stress. Students notice that language use changes depending on age, gender and relationship of participants and that non-verbal language is an important part of communication. They recognise the importance of making appropriate language choices when interacting with others, such as use of informal or formal language, gestures and titles, for example, κύριε, κυρία. They identify the influence of the Greek language both past and present on English and other languages and describe how daily activities can be similar and different across cultures.



With their expanding social networks and experiences in both their first language and Modern Greek, students at this stage make connections with and explore their place in the world. Learners use Modern Greek in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Key concepts that underpin language use are therefore associated with this extended social space such as family, neighbourhood, locality and community. Learners are able to work more independently, but also enjoy working collaboratively and in groups. Their pronunciation, intonation and phrasing are more confident; they have access to a broader vocabulary, and use a widening range of strategies to support communication. Purposeful contexts and shared activities in the classroom develop language skills and enhance understanding and communication. More attention is paid to language structure and reinforcing oracy and further establishing literacy. Cultural elements of communication are explored, and learners use ICT to support and enhance their learning.

Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations, and selecting appropriate language to use with particular audiences, for example, γειά, χαίρετε, να, τί, ορίστε.

There is an interaction with an increasing range of information , persuasive and imaginative texts about neighbourhoods, places, Greek speaking communities and individuals. Learners refer to and use more established grammatical and lexical resources to understand and communicate in the target language. The use of dictionaries is encouraged for accuracy in language acquisition, such as ensuring the correct interpretation of similar words (φίλο, φύλλο, βάζω, βάζο) and learning different meanings of similar words (γέρος, γερός). Learners use a range of cues and strategies to assist comprehension and to make connections between contexts and language. They enjoy reading for meaning and apply their language knowledge and skills to decode unknown words and predict meaning. They write more accurately and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails and advertisements. While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as in the production of a script.


Learners begin to reflect on language and how it is used in different ways to communicate. As they use Modern Greek for a wider range of interactions, learners develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions reflect cultural values (for example, κέφι, φιλοξενία), and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others, or using masculine forms of some professional titles when referring to women (η γιατρός, η δικηγόρος). They are given opportunities to think about personal and community identity. They engage with texts that reflect Greek culture, and ask questions about cultural values and practices and how these relate to their own. The language of response varies according to task demands, with Modern Greek being the primary language of communication while English may be used for reflective tasks and explanations.


Communicating


3.1 Share interests, hobbies, feelings and preferences. [Key concepts: leisure time, politeness, neighbourhood; Key processes: speaking, presenting, taking turns]

• participating in social exchanges by asking and responding to questions about conversations, shared interests and hobbies, for example, Σου αρέσει η μουσική; Είναι ωραίο! Πάμε να παίξουμε

• asking peers about personal preferences, for example, Σου αρέσει αυτό

• expressing feelings, likes, dislikes and preferences, for example, Μου αρέσει, Δε μου αρέσει, Θέλω, Προτιμώ

3.2 Engage with and participate in everyday classroom routines. [Key concept: classroom interactions; Key processes: participating, organising, sequencing, comparing, persuading]

• interacting with peers, for example, Έχεις μολύβια, Θέλεις το βιβλίο μου

• asking others to give them things and thinking about how to respond when they receive things, for example, Μου δίνεις … σε παρακαλώ

• offering possibilities, inviting, and accepting or refusing invitations, for example, Ναι …, Όχι…, Μπορεί, Θέλεις να …

3.3 Make arrangements and organise shared experiences. [Key concepts: time, place, special; Key processes: organising, planning, recording, negotiating, role-playing]

• exchanging information regarding time (for example, Τι ώρα είναι) and place, for example, Πού είναι η τάξη

• inviting others to and planning events such as an assembly, school concert, performance, exhibition or visit to a café, for example, Πάμε στο μουσείο; Τι ώρα

• visiting a restaurant and participating in transactions, for example, Θέλεις μία σαλάτα; Ναι, θέλω …

• engaging in shared tasks, for example, planning for and performing in a school special event



3.4 Listen to, view and read a range of texts to gather information in order to compare and reflect on intercultural practices. [Key concepts: signs taken for meaning, seasons, celebrations; Key processes: comparing, noting, interpreting]

• following signs, recipes, instructions and directions

• describing and comparing Greek and English seasons and festivals, for example, kite flying, red eggs rather than chocolate eggs as an Easter tradition

• viewing advertisements on television and in other media in order to build own language capacity and a set of vocabulary to create advertisements

• viewing, listening to and reading simple texts about a Greek celebration, such as a baptism, understanding the role of the godparents

3.5 Construct and present texts in order to reflect on personal world. [Key concepts: self, family, community, significant events; Key processes: understanding, sharing, reflecting, presenting]

• preparing and giving simple presentations on familiar and new topics using multimedia, for example, ‘How my family prepares for and celebrates my birthday/my name day/Easter/Christmas’

• creating captions for images, for example, captioning photographs of language class

• using descriptive language to create a simple advertisement for a product such as a computer game or food item

• conveying information to others, for example, producing a simple blog or an advertisement about a Greek city or tourist attraction


3.6 Share responses to and feelings about stories, myths, fables, songs and films. [Key concepts: theme, myth, legend; Key processes: sharing, responding, understanding, interpreting]

• discussing own and peers’ understanding of concepts and messages expressed in stories and song lyrics, for example, the adventures of Odysseus, the concept of life’s ‘odyssey’

• noticing commonalities and differences in responses to and ideas of particular characters, for example, responses to the question: ‘Do you think Odysseus was a brave man?’

• recalling main characters of a story, and creating alternative endings or events

3.7 Create and perform simple narratives with original characters, places and events using vocabulary and word order patterns identified in Greek language stories. [Key concept: imagination; Key processes: experimenting, performing]

• producing short scripted plays to perform to class, younger students or the school community


• creating storyboards or digital stories and creating and performing simple songs to teach vocabulary and word patterns to younger Greek language classes

• creating and using own texts (such as animations or board games) based on characters, settings and events from a myth or commonly relayed story, for example, a story based on one of the gods of Olympus, Aesop’s fables, or a fairy tale such as κόκκινη κλωστή δεμένη ...


3.8 Recognise that words and meanings do not always correspond across languages when translating simple texts. [Key concept: non- equivalent words, contexts and situations, intercultural; Key processes: translating, noting, comparing]

• noticing that there is not always word-for-word equivalence when moving between English and Modern Greek

• exploring and discussing ways to translate into Greek terms such as ‘bushwalking’, or campaigns such as ‘Don’t be a Wally with Water’ and ‘Slip Slop Slap’

• observing Greek influences in the Australian environment, for example, noticing shop signs in Greek, the presence of Greek-influenced architecture, and Greek magazines and newspapers sold in newsagencies

3.9 Use texts such as maps, graphs and timetables to compare how information is given. [Key concepts: place, space, time, environments; Key processes: interpreting, obtaining, translating, deciphering]

• looking at brochures, maps and timetables, and listening to a GPS navigation device or app in Greek, noting the similarities and differences in Greek and English informational texts

• creating simple bilingual texts such as signs for areas and expected behaviour around the school', invitations to class or school events, posters to advertise an upcoming event, a classroom timetable or a weather chart


3.10 Make connections between aspects of identity such as nationality, language and culture to describe themselves and their family to others. [Key concepts: nationality, community, self; Key processes: identifying, interconnecting interculturally]

• connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at a Greek restaurant and being able to read some of the menu

• noticing and respecting similarities and differences between all languages and cultures

• discussing contributions that people from different cultural groups have made to the community and Australia, including contributions of Greek people to sport, business, entertainment and politics


• comparing own experiences of learning Greek with peers’


3.11 Recognise the importance of considering cultural context when interacting with others. [Key processes: recognising, respecting, questioning, understanding]

• comparing how Greek and English are used when greeting or introducing friends and older people, or when agreeing/disagreeing politely with others

• using appropriate language according to age, gender and social status when meeting people for the first time

3.12 Discuss how new ways of interacting could be socially acceptable or not acceptable and make adjustments to own practices. [Key concept: etiquette; Key processes: discussing, respecting, interconnecting, agreeing, disagreeing]

• role-playing meeting and introducing friends and newcomers to the classroom

• understanding the importance of maintaining and celebrating cultural practices and traditions for oneself and for the community

• comparing the use and impact of gestures across cultures

• observing how language use reflects different levels of politeness and formality

Understanding

Systems of language

3.13 Recognise and apply key features of intonation and pronunciation, including use of accents. [Key processes: recognising, understanding]

• noticing and explaining differences in pronunciation, intonation and accent marks between sound blends and letter combinations in regional variations in accent resulting in different pronunciation of the same letter combinations, for example, το γκαράζ, το μπάνιο, η Ντόρα

• applying and using accents marks

3.14 Identify and apply grammatical features to show understanding and convey meaning. [Key processes: understanding, comparing]

• describing present and future actions, situations and events using familiar verbs, for example, Παίζω στο σχολείο, Θα διαβάσω αύριο, Κάνει ζέστη σήμερα, Xθες ήταν Τρίτη, Αύριο θα είναι Σάββατο

• expressing preferences, for example, Μ’ αρέσει πολύ, Δε μ’αρέσει

• using correct word order to ask questions and make requests, for example, Θέλεις το βιβλίο; Μου δίνεις το μολύβι

• using numbers to state dates and sequences or when ordering things, for example, Τα γενέθλιά μου είναι στις 25 Απριλίου, Πέντε κιλά πατάτες παρακαλώ

• using the plural form of nouns, for example, το μάτι, τα μάτια

• noticing the relationship between nouns, adjectives and gender, for example, Μία μεγάλη τσάντα, δύο μικρές τσάντες


3.15 Build lexicon of word origins, prefixes, suffixes and morphemes to assist in using and spelling new vocabulary. [Key processes: comparing, describing]

• noticing the main features (base words, prefixes, suffixes) of familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος

• using knowledge of familiar patterns and structures to decode and interpret meaning of new words, for example, understanding the use of prefixes in words such as pan παν before a word, for example, panhellenic, ευ(ευτυχώς), δυς (δυστυχώς)


3.16 Use appropriate language according to age, gender and status. [Key concepts: change, relationships; Key processes: identifying, comparing]

• noticing differences in language use when interacting in different contexts, for example, giving a presentation to the class, talking to friends in the classroom, going shopping, visiting the school principal

• comparing language use in similar social situations, for example, use of the plural when addressing a person you have just met or do not know

3.17 Recognise how to use accentuation in Modern Greek to differentiate between words and phrases and be aware of the different ways that some letters may be written. [Key concept: accentuation; Key processes: identifying]

• correctly using the accent mark as a marker of words and to show its importance in speech

• understanding the effect of the accent mark on pronunciation of individual words'

• identifying upper and lower case letters of the alphabet

Language awareness

3.18 Identify dialectal variations in the Greek language and reflect on how these may have been influenced by historical, geographical and social contexts. [Key concepts: place, time, society, change; Key processes: identifying, exploring]

• understanding that Greek is spoken in its official modern form in Greece and Cyprus but that a range of forms, dialects and variations of the language exist throughout the world, including in Australia

• comparing the meaning of words heard in own home and/or community to those learnt in class and noticing that there are different ways of saying the same thing in Greek (for example, η χτένα, η τσατσάρα), identifying the correct way to say things in Greek, for example, το αυτοκίνητο and not το κάρο

3.19 Recognise the dynamic nature of the Greek language and culture and how they continue to change over time. [Key concepts: change and continuity; Key processes: identifying, informing]

• discussing the impact on language of social and historical upheaval, technological developments and changing contexts of use, such as newly created words for new inventions or technological concepts, for example, να σκανάρω


• investigating how media and digital technologies have influenced the way Greek is used, for example, noticing the use of English words in television programs, and the use of OK, @.gr

• 'understanding that English words are used in Modern Greek for technological and other terms, but that Greek equivalents to these terms also exist, for example, το κομπιούτερ, ο υπολογιστής, το μπάσκετ, η καλαθόσφαιρα


3.20 Reflect on language use and cultural practices and notice how these continuously change. [Key concepts: dynamism, change, place; Key processes: recognising, processing, evaluating]

• comparing different cultural ways of and contexts for celebrating, for example, birthdays and name days in Greece and Australia, 25 March in the diaspora

• understanding the influence of the Greeks of diaspora, for example, the concept of ‘Greeklish’, words such as η φρίζα, το τελεβίζιο, το ρούφι

3.21 Consider own and Greek cultural practices and attitudes in relation to those of young people from different cultural communities. [Key concept: youth, popular culture, celebrity; Key processes: exploring, reciprocating]

• noticing and explaining to others the significance of some Greek cultural practices and events, values and concepts

• recognising cultural differences in their interpretation of meaning, for example, κέρασμα for a special event

• understanding the meaning and practice of φιλότιμο

• reflecting on the experience of learning Greek language and culture and identifying situations that have provided awareness of cultural practices and values

Years 5 and 6 (Level 2) Achievement standard

By the end of Level 2, students use spoken and written Greek to initiate and sustain interactions with peers and the teacher by sharing information about their interests, friends, family, feelings and preferences, for example, Μου αρέσει η μουσική. Students choose appropriate greetings and register to establish relationships in formal and informal contexts. They respond to and produce narrative, persuasive and informational texts such as descriptions, invitations, procedurals, programs and advertisements, using numbers to sequence processes and events (for example, describing what they are doing on the weekend), and vocabulary associated with their neighbourhood and local community. Students read, listen to and view Greek and English texts (for example, brochures and events programs) that have a similar audience and purpose in order to identify similarities and differences in language choices and cultural practices. They explain these similarities and differences to others in conversation.

Students describe how patterns of accentuation, intonation and pronunciation impact on communication in both spoken and written Greek and apply this knowledge to their own language use. They recognise and use familiar verb patterns such as the present and simple future tenses to describe actions. They decode the meaning of words and phrases using


contextual cues. Students vary their language according to age, gender and social context in interactions within the family, neighbourhood and local community. They connect ideas in different informative and creative texts. They understand that language, images and other textual features reflect culture



With the transition to secondary schooling comes new social and academic demands. Learners are adjusting to a new school culture, with sharper division between curriculum areas. They may find themselves in class and with peer groups involving a range of previous experience in the language, including students who are new learners. A multilevel and personalised approach to teaching and task design is required for this diversity of prior experience.

Modern Greek is used not only for classroom interactions and transactions but also for broader interactive and intercultural experiences, such as the exchange of language and culture that occurs with twin school relationships, and study trips to Greece, Cyprus and other Greek-speaking communities. Additional opportunities for interaction are provided by purposeful and integrated use of ICTs, for example, videoconferencing, internet communications software and e-learning. Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They make cross-curricular connections and explore intercultural perspectives and experiences through a variety of opportunities, for example, a visit to a local Greek church at Easter.

Learners read, view and interact with a widening range of texts for a variety of purposes. By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Modern Greek. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types (for example, writing a journal entry) and patterns, for example, correctly using verb endings. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language (for example, το παλικάρι,η πατρίδα) and how language choices determine how people, issues and circumstances are represented, for example, να ζήσετε, πάντα άξιος, καλά στέφανα,καλή όρεξη, στην υγειά σου. Students create and perform more complex and varied texts, for example, role-plays of interactions at a restaurant, songs about leisure activities, acrostic poems, blogs about experiences at school, tourism advertisements for a Greek island, and chat room and journal entries. They plan, draft and present imaginative and informative texts (for example, creating a children’s book), design interactive events (for example, word games) and collaborative tasks (for example, creating menus), and participate in discussions and games, such as Greek board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.

Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. Students are supported to develop increasing autonomy as


language learners and users, to self-monitor and reflect on language use in response to their experiences in diverse contexts.

At this level, learners express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They are encouraged to reflect on language, ideas and their sense of self, and consider connections within and across languages and cultures. Modern Greek is the main language of instruction and interaction, but English may be used for conceptually demanding explanations and discussions, particularly when making connections between Modern Greek and other languages and cultures.


Communicating


4.1 Exchange with peers and known adults information, ideas, thoughts and feelings about people, objects, places and events. [Key concepts: relationships, history, community celebrations; Key processes: exchanging, inviting, celebrating, discussing]

• sharing with peers descriptions of everyday aspects of own environment, habits and routines, and comparing with those of students in different cultural contexts, for example, Ο έλληνας τρώει καλά

• using appropriate forms of address, salutations and gestures to greet; welcome; introduce; express and receive thanks and well wishes; apologise; and say goodbye, for example, Καλή τύχη, Ευχαριστώ πολύ

• exchanging personal information such as name, nationality, age, place of origin, languages spoken, family and friends, routines and immediate environment with peers in their class and further afield, using ονομάζομαι and other common verbs, for example, Κατάγομαι από την Ελλάδα αλλά τώρα μένω στη Μελβούρνη

• sharing views and creating texts about favourite entertainment forms, celebrities and other significant figures, expressing preferences, feelings and opinions, for example, Σου αρέσει ο Νταλάρας

• recounting events, describing activities and personal experiences, for example, Πού πήγες; Τι έκανες; Σου αρέσει το ποδόσφαιρο; Πάμε σινεμά

4.2 Make decisions and arrangements in the planning of shared events. [Key concepts: celebrations, etiquette; Key processes: negotiating, interpreting, understanding, comparing]

• participating in decision-making scenarios, for example, what clothes to wear to a birthday party, which movie to see

• asking for, giving and following instructions in a variety of situations, for example, Πού είναι ο σταθμός παρακαλώ; Το εστιατόριο είναι στο πρώτο δρόμο δεξιά

• participating in the planning of a class event such as a trip to the local market to buy food to make lunch for a special occasion

• arranging an excursion for students visiting the school on an exchange program


4.3 Contribute to collaborative planning, negotiating arrangements and considering options for events and experiences; participate in transactions related to organising and reporting on a social event. [Key concepts: agreement and disagreement, guest/host obligations, etiquette; Key processes: participating in transactions, organising, reporting]

• sharing suggestions with peers to organise class events such as an excursion to the market, a party, hosting a guest or giving a community performance, for example, Αύριο θα πάμε στη θαλάσσα με τη Μαρία, Έχω τα γενέθλιά μου το Σάβατο και θέλω να έρθεις στο πάρτι μου

• arranging with a buddy in the Modern Greek class to meet (face to face or virtual) and discussing how an event or meeting will be organised, for example, Να μιλήσουμε αύριο στο

• describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο αύριο το πρωί; Όχι, προτιμώ να πάμε σινεμά

• comparing and contrasting alternatives, and agreeing or disagreeing, accepting or declining, when deciding between different activities and options, for example, ΄Οχι, δεν μπορώ Σοφία, Προτιμώ να πάω με τα πόδιαπόδιa


4.4 Analyse, summarise and share key ideas and information from a variety of texts. [Key concepts: relevance, evidence; Key processes: analysing, summarising, sharing, reporting]

• analysing texts, such as articles, reports, charts, television programs, video clips and films, advertisements, itineraries and brochures, and reporting key information, for example, Στην Αυστραλία πολλά παιδιά έχουν κινητό τηλέφωνο, Κάθε Τετάρτη βλέπουμε το αγαπημένο μας πρόγραμμα στη τηλεόραση

4.5 Convey ideas, views and opinions on personal and shared experiences by creating texts in a range of modes and for different purposes. [Key concepts: self, identity, experience; Key processes: sequencing, ordering, interpreting, summarising, transposing, reporting]

• comparing travel brochures and itineraries, identifying transport and accommodation options, costs, and places of interest, for example, πόσο μακριά είναι η Ακρόπολη από το Λυκαβυτό; Είναι πολύ ακριβό αυτό το ξενοδοχείο

• interviewing peers in own class and in Greek-speaking classes and settings, and presenting the findings using formats such as profile posters, charts and timelines, for example, Πόσα άτομα είναι στην οικογένειά σου Μαρία; Πόσες γλώσσες μιλούν ή μαθαίνουν τα παιδιά στην Αυστραλία

• summarising the main points of texts; deducing the meaning of some unknown words and phrases; and identifying known cultural references, images and other content which contribute to the overall meaning, for example, images of the Acropοlis, the symbol of the owl, or the olive wreath representing the Olympics

• using dictionaries effectively and accessing other reference materials such as word lists and grammar references, both print and online, to assist and refine understanding of content



4.6 Respond to traditional and contemporary texts, identifying differences which reflect cultural changes over time. [Key concepts: imagination, aesthetic, tradition; Key processes: evaluating, reflecting, analysing, comparing]

• considering the language and beliefs of characters in traditional and modern literature and Modern Greek popular culture, for example, viewing excerpts from films (such as Πρώτη Φορά Νονός, Μανταλένα, Πολίτικη Κουζίνα) to discuss the sociocultural context of the film and issues such as gender roles, intercultural awareness, living between two worlds, migration

4.7 Create imaginative texts that draw on past experiences or future possibilities, for the purpose of self-expression. [Key concepts: past, future; Key processes: expressing, creating, recounting, projecting]

• creating cartoons, photo stories, plays or big books for younger audiences based on traditional and other familiar stories, for example, Aesops fables, Ancient Greek myths and legends

• creating and performing own texts that reflect Modern Greek cultural behaviours, attitudes and social conventions (for example, writing a script and creating a video recording to introduce own family) and comparing own texts to peers’


4.8 Identify strategies for accuracy in translating, recognising that some words and concepts cannot be literally translated. [Key concepts: intercultural; Key processes: analysing, comparing]

• exchanging translations of familiar texts with peers, including via email and shared wiki spaces such as social network software, 'and discussing different versions to prepare a preferred whole-class translation

• translating stories for others (for example, adapting an Australian classic for Modern Greek readers), or writing a bilingual children’s story to read to primary-aged children, for example, translated children’s stories like the Spot books, Πού είναι ο Σποτ

• retelling events in present and simple past tenses, recognising that Modern Greek expresses concepts across time in different ways to English, for example, Τι καιρό έκανε χτες; Την περασμένη εβδομάδα, ήμουν στη Μελβούρνη

• interpreting routine exchanges in familiar settings and texts such as video clips of soap operas with the sound turned off posters and advertisements and explaining to non-Greek speakers using subtitles, captions, gestures and commentaries

• working individually and collaboratively to create bilingual resources such as glossaries, signage, recipes and menus, for example, Το μενού της Ημέρας

• considering that words can mean different things when used in different ways in a sentence and explaining the differences to others, for example, in using Tι κάνετε; in Πώς πας; (στο σχολείο) Πώς πας; (σήμερα) Ανδρέα

• using dictionaries and other language resources effectively in order to avoid a literal translation that does not reflect the true meaning intended



4.9 Reflect on and share information about significant people, places, events and influences in own life and explain why they are important to identity. [Key concept: significance; Key processes: reflecting, sharing, explaining]

• creating an autobiography describing major events in own life, for example, ‘My name is Alexia. I live in Australia. My parents were born in Australia. Two of my grandparents were born in Crete Με λένε Αλεξία. Μένω στην Αυστραλία.Οι γονείς μου γεννήθηκαν στην Αυστραλία.Δύο από τους παππούδες και γιαγιάδες μου γεννήθηκαν στην Αυστραλία’

• writing a narrative describing experiences they have heard about from migrants to Australia, for example, Ήμουν δώδεκα χρονών όταν φτάσαμε στο Σύδνεϋ, μέναμε με τα ξαδέρφια μου

• interacting with members of Modern Greek communities, identifying self as a learner of Modern Greek and describing their experience, such as duration of learning, place of learning and opinions about the experience, for example, Μαθαίνω ελληνικά από έξι χρονών

• engaging with young Modern Greek speakers in the local community or online to share and compare information, values and beliefs about topics of interest, for example, Σου αρέσει το ποδόσφαιρο; Δεν πρέπει να καπνίζουμε


4.10 Compare how representations of Greek culture is expressed in a variety of texts , noting intended audience, offering reasons and making comparisons. [Key concepts: representation, symbolism, stereotypes; Key processes: comparing, making connections, reflecting]

• reviewing authentic texts such as realia, brochures and menus to discuss the cultural practices embedded in such texts, for example, H Tαβέρνα του Βαγγέλη

4.11 Connect prior learning of another language to new experiences of learning Greek, noticing adjustments in own understanding of Greek language and culture and identifying own underlying cultural values and assumptions'. [Key concepts: language, culture, experience; Key processes: identifying, reflecting, decentring, making judgments]

• keeping a diary of experiences of learning Greek

• speaking to a Greek-speaking migrant about experiences of learning English and comparing with own experience of learning Modern Greek

• creating a graphic representation of own family’s language backgrounds and discussing it with peers


Understanding

Systems of language

4.12 Recognise elements of words, such as morphemes, prefixes and suffixes, and understand how context contributes to word knowledge. [Key processes: repeating, experimenting, comparing]

• examining differences in accentuation of all digraphs and diphthongs, consonant and vowel combinations, double consonants, intonation, stress, accents, and applying to own work

• comparing English and Modern Greek sounds and spelling in order to support pronunciation of unfamiliar words and expressions, for example, ‘astronaut’/αστροναύτης, ‘school’/σχολείο, ‘mathematics’/μαθηματικά

• recognising the differences in tone, intonation and rhythm between statements, questions, exclamations and commands

4.13 Describe routines and future actions using regular, irregular and modal verbs, and modify verbs using adverbs; apply knowledge of grammatical features such as pronouns, adjectives and conjunctions to link ideas and sentences to create more complex textual effects. [Key processes: identifying, emphasising]

• using a range of present, future and past tenses to describe routines and future actions, indicating possibilities and simple hypotheses by using a range of regular verbs, and some irregular and modal verbs, for example, Σήμερα πάω σχολείο αλλά αύριο θέλω να πάμε στη θάλασσα, Πλένομαι/χτενίζομαι/Θα πας στο πάρτι του Μίχαλη το Σάββατο

• using adjectives to describe and compare people and aspects of the immediate environment, and express ownership (for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή), and using simple word order (subject-verb-object) by relating sentence structures to English, for example, Η Άννα πάει στην αγορά (‘Anne is going to the market’)

• using adverbs to modify and intensify the meaning of verbs and adjectives, for example, αρκετά, πολύ, λίγο

• using subject and object pronouns in place of to identify people and link sentences

• using simple conjunctions such as και, αλλά and γιατί to link sentences or parts of a sentence

• using gender with Modern Greek nouns, recognising that some Modern Greek nouns do not always reflect their grammatical gender, and reflecting on how this affects endings, accompanying articles and also plural forms, for example, in Greek origin words (το πρόβλημα, ο ποιητής) and loan words (το κομπιούτερ, ένα πάρτι)

• using suffixes to vary and intensify the meaning of nouns, adjectives and adverbs, for example, μικρούλι, παιδάκι


4.14 Identify and use words that carry significant cultural associations and nuances which can’t be translated in one word or literally, for example, φιλότιμο, μεράκι, πατρίδα. [Key processes: analysing, applying, comparing]

• describing the main features of familiar text types such as narratives in Modern Greek (for example, cartoon, story/storyboard), and particularly features related to sequencing and identifying cultural features in these texts

• observing that texts are constructed for a variety of purposes, such as to request, to instruct, to invite and to describe, for example, an invitation to a party, a Christmas greeting card observing and discussing cultural practices in these texts


4.15 Recognise that oral and written language and non-verbal communication vary according to context, taking note of cultural sensitivities. [Key concept: change, Key processes: analysing, observing]

• recognising the main features of a range of text types in Modern Greek, and noticing how the same texts may look and sound different and convey different nuances of meaning depending on their format, for example, comparing emails and letters, written notes, SMS diary and Facebook page (differences between print and digital versions)

• identifying and comparing the features of language (such as types of greetings, headings, length, text type, lexical and grammatical choices) that distinguish the purpose for which it is used, or the age and gender of the audience

4.16 Be aware of the existence of different styles of written Greek throughout history, including Ancient Greek, Biblical and Byzantine Greek, and Minoan script. [Key concepts: change, continuity; Key processes: identifying, comparing]

• examining Greek script throughout history, on pots, stone slabs (for example, the Rosetta Stone), tombstones (for example, in Vergina), artefacts, coins and old books, to see how the language has developed

Language awareness

4.17 Identify how the Greek language is still used in English to coin new concepts and words, for example, in technology. [Key concept: technology, dynamism, innovation; Key processes: exploring, processing]

• discussing how Modern Greek developed from Ancient Greek as a language in its own right, and researching words used in both Modern Greek and English that have been adopted from Ancient Greek, for example, ‘haematologist’, ‘metaphor’, ‘helium’, ‘discus’, ‘hydroelectric’, ‘metaphysics’, ‘drama’

• reflecting on the impact of Modern Greek migration on many other languages and cultures, for example, by conducting a classroom project on Modern Greek words and expressions that have entered into other languages, or Greek ideas which were brought into Australia (for example, vineyards), and thereby reflecting on the influence of Modern Greek culture and language on the world


4.18 Recognise the importance of language in influencing cultural and social relationships and processes such as in shaping authority or peer-group relationships. [Key concept: relationships; Key processes: analysing, evaluating, persuading]

• discussing global and cultural influences on language features and noticing when and how hybrid forms are used (such as the use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, for example, τα λέμε, φιλάκια, γεια), investigating the impact of the media on Modern Greek by analysing headlines, advertisements and news reports, and comparing these with texts in English, for example, exploring Modern Greek and English versions of social media, or headlines such as ‘Το αφεντικό της Μicrosoft’

• noticing how English is modifying Modern Greek in particular spheres, for example, language used in the entertainment industry (films and television programs), language used to express modern concepts (‘match’, το ματς, το φαστφουτάδικο), and language used to keep up with trends (ρελάξ, ‘tablet’)


4.19 Consider how choices in everyday language use and practices in the home, school and community reflect cultural behaviours, practices, interests and values. [Key concept: social norms; Key processes: reflecting, analysing]

• understanding the significance of cultural concepts and how social conventions are reflected in language use, for example, Εις υγείαν,Σ΄υγεία, Καλή όρεξη, Με γεια σου

• analysing the meaning and use of proverbs, idioms and sayings, for example, Τα ‘κανε θάλασσα, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, Κάνε καλό να δεις καλό

4.20 Explore and evaluate own and others’ assumptions about values, beliefs and cultural norms of Greek communities and their own. [Key concepts; stereotypes, archetypes; Key processes: evaluating, exploring]

• discussing and questioning stereotypes of people from different cultures, and finding examples that confirm or challenge them

• comparing how values such as respect and fairness are manifested in different ways among different cultural groups, and recognising that as language learners they need to be aware of their own assumptions and how these may influence communicating with and understanding others Η Φιλοξενία-

• developing understanding of cultural underpinnings of Modern Greek language by studying the etymology of words and their meaning η λεβεντιά, including the metaphorical as well as literal


By the end of Level 3, students initiate and maintain interactions with peers, teachers and other Modern Greek speakers, describing and explaining significant people, places, events and make connections between the language used and the cultural concepts expressed, for example Εις υγείαν, Καλή όρεξη, Με γεια σου and το παλικάρι,η πατρίδα. They can read, view and listen to a range of texts such as reports, brochures, itineraries, films and video


clips and understand the gist. Students produce imaginative, persuasive and informational texts and vary the structure of these texts for different purposes and audiences. They explain how stereotypes and symbolism in traditional and contemporary texts represent different aspects of the Greek culture and recognise that some concepts have no literal translation.

Students use written and spoken Modern Greek to create texts on a range of familiar topics by selecting language structures and vocabulary to communicate their message. They express thoughts and preferences on familiar subjects by manipulating tenses and other grammatical structures through the use of a variety of tenses, modals, noun group agreements, adverbs and conjunctions for example, Σήμερα πάω σχολείο αλλά αύριο θέλω να πάμε στη θάλασσα, Πλένομαι/χτενίζομαι/Θα πάμε στο πάρτι του Μίχαλη το Σάββατο. Students make adjustments in order to communicate effectively in new contexts.



At this stage, learners are more mature cognitively and as such have greater control and broader application of the Modern Greek language. Peer-group dynamics and personal interests influence engagement, learning and motivation. Learners recognise that Modern Greek is important to their sense of self and understand its value to their future aspirations and experiences. They have a more established sense of themselves as language learners. They have more language, maturity and awareness to communicate with more accuracy of language and with thoughtful reflections.

Learners interact with peers, the teacher and other Greek speakers both locally and globally through a variety of means and modes of communication, including digital, online, collaborative performance and group discussions. They participate in wider experiences related to Greek language and culture, such as film festivals, film competitions, drama and art competitions and programs, local Greek festivals, interacting with Greek-speaking guests, artists and musicians, and in-country study trips. These authentic experiences provide learners with a sense of connectedness and purpose, and make use of and extend learners’ capability beyond the school context. This is a period of language exploration, vocabulary expansion and experimentation. As learners develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. Learners use Modern Greek to communicate and interact, to access and exchange information, to express feelings and opinions, and to participate in imaginative and creative experiences. 'They speak with greater fluency, and use their knowledge of grammar and orthographic systems (such as understanding of primary tenses and declensions) to self-correct more readily. They demonstrate understanding of language variation and change; of how intercultural experience, technology, media and globalisation influence language use and forms of communication.

Learners investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning. Task characteristics at this level are more complex and challenging: elements of tasks may involve interpreting, creating, evaluating and performing; collaborative as well as independent language planning and performance; and development and strategic use of language and cultural resources. Media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global issues such as the environment,


Greek-specific issues such as the diaspora, identity and relationship issues such as the concept of ‘journey and belonging’, and questions of diversity and inclusivity such as the concept of One World.

Learners understand the relationship between language, culture and identity. They explore in more depth and detail the cultural, personal and linguistic processes involved in learning and using a different language. They recognise that deriving meaning from a different language involves interpretation and personal response as well as accurate translation and factual reporting. They explore the nature of intercultural communication: how moving between different languages and cultural systems enables flexibility, and awareness of and openness to alternative ways. English may be the medium learners use to analyse, compare and contrast Modern Greek. It may also be used to express abstract and complex views and ideas that may be beyond learners’ existing ability in Modern Greek, such as clarifying linguistic and cultural practices. However, while some discussion may still be carried out in English, learners at this level are able to express some complex concepts and reactions in Greek.


Communicating


5.1 Initiate, sustain and extend interactions (formal and informal) related to seeking and giving advice, describing relationships, and expressing aspirations and responses. [Key concepts: social awareness, aspirations, interconnectedness, tradition, wellbeing, volunteering; Key processes: interacting, reflecting, comparing]

• sustaining exchanges with others by acknowledging, asking for repetition or clarification or questioning further (for example, Συγνώμη, δεν καταλαβαίνω. Τι είπατε), or responding to appropriately, for example, όπωςοπως έλεγα πριν, οπωσδήποτε

• interviewing peers to extract information on and gauge views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge, for example, Τι γνώμη έχετε για τη σχολική στολή; Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο

• sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret, appreciation and boredom, for example, Ωραία! Σ’ευχαριστώ … Λυπάμαι,δεν μπορώ … Βαριέμαι να διαβάζω

• communicating with peers in Greece using different communication modes, including letters and internet communications software, and comparing aspects of school, youth lifestyle and social issues using comparisons when expressing thoughts and ideas, for example, Τι κάνεις όταν έχεις ελεύθερο χρόνο; Έχετε περισσότερες διακοπές από εμάς; Πιστεύετε ότι είναι καλύτερα να


5.2 Express opinions, describe actions and compare experiences, and investigate local and global issues, when planning events, engaging with others and taking action. [Key concept: global/social awareness; Key processes: researching, expressing points of view, debating, inviting, understanding]

• contributing suggestions during shared problem-solving tasks, for example, creating an itinerary for an overseas visit to a sister school

• participating in classroom discussions on issues of interest to young people, for example, Θέλεις να πάμε στη θάλασσα; Όχι προτιμώ να πάμε στο ποδόσφαιρο

• organising and participating in volunteering activities such as visiting a Greek nursing home, andgathering examples of language to be used in that context, for example, Γιαγιά θέλεις τσάι

• inviting peers to attend a celebration or party, and expressing agreement, disagreement, disappointment or enthusiasm when accepting or declining offers, requests and invitations, for example, Θέλεις να πάμε θάλασσα; Όχι προτιμώ να πάμε στο ποδόσφαιρο

5.3 Arrange and manage interactions with peers related to shared activities including stating views, making complaints and recommendations, sharing experiences, and resolving disagreements/disputes. [Key processes: participating in transactions, stating views, making complaints and recommendations, sharing experiences, resolving disagreements/disputes, organising, reporting]

• planning events and making decisions with peers (for example, choosing a venue for an event), expressing preferences and asking questions to clarify intentions, for example, Πού ακριβώς θα γίνει ο χορός μας; Προτιμώ να γίνει μετά τις διακοπές. Μήπως πρέπει να καλέσουμε τον διευθυντή

• participating in scenarios such as acting as mediator in an argument between friends, and including negotiating options, for example, Γιάννη δεν έχεις δίκαιο, Μαρία άκουσε λίγο

• participating in role-plays to complain about something, such as returning damaged or unsuitable goods, for example, Αυτή η μπλούζα είναι λερωμένη


5.4 Analyse and evaluate ideas and information from multiple sources and perspectives and on a range of topical issues. [Key processes: analysing, evaluating, synthesising, inferring, persuading, investigating]

• gathering information from different sources and reporting on it to others, for example, interpreting a weather report (Σήμερα στη Θεσσαλονίκη χιονίζει)

• extracting information, and discussing gist and main point/s of a conversation, for example, θέμα του έργου είναι …

• summarising the gist of text such as a film or music review, advertisement or article

• comparing different perspectives on the same event, such as a holiday


5.5 Construct and present a range of ideas and information from varying sources for a wide range of audiences, and identify how culture, context and perspective affect language use. [Key processes: interpreting, evaluating, identifying, persuading, explaining, synthesising]

• creating texts to inform others, for example, a weather report, a magazine article about an event, a travel brochure promoting a local region or product

• designing texts such as an advertisement or magazine cover for a particular audience, using techniques and effects such as images, cultural references, music and colour

• using examples of media texts such as television reports, video clips and social media to create a text to convey own ideas and information


5.6 Identify how imaginative texts evoke humorous or emotional responses in ways that reflect the Greek psyche. [Key processes: interpreting, relating, connecting]

• investigating the social context in which a text was created and how this influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events and figures of importance; looking at film study Πολίτικη Κουζίνα from director Boulemeti’s perspective

• interpreting the use of images, sounds, gesture and language choices to convey cultural concepts and ideals in Modern Greek songs, films and performances, for example, the didactic nature of Modern Greek pop songs; the neorealism of Modern Greek film, the study of language through songs such as Ρεμπέτικα,ΤαΤραγούδια της Μικράς ΑσίαςΤα ΣμυρνέικαΤραγούδια …

• expressing and justifying opinions and ideas about how texts convey implicit and explicit values and beliefs associated with Modern Greek culture across generations, for example, view excerpts from Αλέξης Ζορμπάς΄, Το Φως Που Σβήνει and Υπολοχαγός Νατάσσα and discuss the historical setting of the film and the main character’s attitude to life

• reading contemporary texts such as poetry or song lyrics to explore and discuss aspects of Modern Greek society and culture, for example, current social themes such as youth unemployment, immigration

5.7 Present through a variety of texts , ideas, characters and events showing differing attitudes and moods. [Key processes: experimenting, performing, expressing]

• creating adventure stories with various settings, characters and events using ICT

• creating texts to entertain others, such as songs, stories and dramatic performance


5.8 Compare Greek and English versions of a range of texts, discussing differences in focus and perspective and evaluating cultural influences. [Key concepts: sensitivity, empathy; Key processes: analysing, comparing, critical and cultural reading]

• analysing texts, such as advertisements, to observe linguistic and cultural differences


• reading and listening to different texts in Modern Greek , paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs and wikis

5.9 Make linguistic choices to achieve communication goals. [Key processes: selecting, manipulating, interpreting]

• creating bilingual texts for Modern Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer from Greece

• considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as Ο Μερακλής, Τα΄κανε θάλασσα,Το Στραβόξυλο


5.10 Examine and share information on family and cultural traditions and experiences, considering how these have shaped and continue to shape own identity and reflecting on any changes in behaviour, identity and values. [Key processes: examining, investigating, evaluating, reflecting, interconnecting]

• sharing ideas about self, for example, an autobiographical episode or a depiction of family origins

• preparing a biographical account of an influential figure in own life, including information such as who the person is, how they know them, and why they are significant


5.11 Participate in intercultural exchange, taking responsibility for contributing to mutual understanding, reflecting on and challenging own assumptions, attitudes and perspectives. [Key processes: reflecting, decentring, questioning]

• exchanging correspondence with peers both locally and in Greek-speaking communities in other parts of the world and reflecting on differences and similarities in language use and conventions/cultural nuances/lifestyle

• creating texts to share with peers and considering how own cultural practices and values may be interpreted, for example, ways of showing respect, family taboos, and involvement in religion, sport or community

5.12 Analyse the relationship between language, culture and identity, and question preconceptions, generalisations, and negative and positive stereotypes. [Key processes: analysing, adjusting, evaluating]

• identifying stereotypes in traditional and contemporary Greek texts and discuss how relevant they are today


Understanding

Systems of language

5.13 Identify and use irregularities of some sound–letter relationships and combinations to achieve accuracy and fluency in spoken Modern Greek. [Key processes: emphasising, prioritising]

• recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication

5.14 Recognise that grammatical concepts serve particular functions and that grammatical choices shape meaning. [Key processes: analysing, prioritising,]

• choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense, for example, Φέτος θα πάω διακοπές στην Ελβετια/Πέρσι γύρισα όλη την Έλλαδα recognising the order of pronouns to emphasise who is carrying out an action or to refer to somebody or something, and applying gender and number agreement to identify subjects and objects in the past, for example, Κανείς δεν έιναι τέλειος, Μου αρέσουν αυτοί που λένε την αλήθεια

• using a range of adverbs and adjectives to modify and intensify meaning of verbs and adjectives, for example, ακριβώς, αρκετά, πολύ, λίγο,πολλή

• using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου

5.15 Shape and communicate ideas and values, and establish register through vocabulary choices. [Key processes: predicting, synthesising]

• recognising main features of a range of text types in Modern Greek, for example, plays, songs, poetry


5.16 Recognise how oral and written language and non-verbal communication vary according to geographical location. [Key processes: analysing, deconstructing]

• comparing texts created for different audiences, such as advertisements, brochures and signs for urban or rural communities, noticing how the language reflects ideas and concerns that are important to the particular audience

• analysing differences in syntax (for example, use of subordination), exclamations or expressions and lexis 'between regional uses and dialects of Modern Greek'

• interviewing members of different Modern Greek–speaking communities to investigate the nature and uses of the language, for example, asking who they use it with, for what purposes, and how it has changed over time

• analysing a range of forms of correspondence and dialogue to identify features of language that affect levels of formality, such as the use of the subjunctive, for example, Παρ’ όλο που δεν θέλετε, εγώ θα σας μιλώ στον πληθυντικό


5.17 Compare examples of language from ancient times, such as Ancient Greek names on artworks, tomb inscriptions, and the Rosetta Stone, with contemporary language use. [Key processes: identifying, analysing]

• examining traditional and contemporary Greek texts and identifying expressions still in use today, for example, H TAN H EΠΙ ΤΑΣ, ΓΝΩΘΕΙ Σ’ΑΥΤΟΝ

Language awareness

5.18 Identify examples of Greek cultural and linguistic influence on own lifestyle, interests and cultural experience. [Key processes: identifying, analysing, reflecting]

• collecting examples of Modern Greek seen in the local landscape (for example, in particular parts of the city such as markets) or in video clips, and discussing the influence and significance of language and culture as seen in Australia today

• discussing the influence they believe that the study of Greek has made in their lives

5.19 Understand the changing nature of the Greek language and its power to influence social relationships, beliefs and values, and examine the depth of connection between Greek language, culture and national identity as evidenced in current debates. [Key concepts/processes: reflecting, connecting, explaining

• exploring the dynamic nature of language, for example, the influence of English in Modern Greek to express emergent concepts and practices such as να μπω στο ιντερνέτ, σε φόρουμ, να πάω για σκι, να καλμάρω

• identifying English words into the Modern Greek language, for example, παρκιγκπάρκιγκ, ζαπινγκζάπινγκπαρκιγκ, ζαπινγκ


5.20 Analyse intercultural exchanges, explaining how languages reflect and influence social values and relationships. [Key processes: analysing, identifying, processing]

• exploring texts associated with particular groups (such as children, women, the elderly, rappers, police or athletes) to understand how groups develop their own jargon and how this influences membership

• reflecting on the importance of aesthetic appreciation in Greek culture, and how this is evident in lifestyle, environment and language, for example, the concept of first impressions and appearance expressed by η πρώτη εντύπωση may modify behaviour

5.21 Critique and challenge assumptions about cultural difference and consider ways to increase mutual understanding. [Key processes: critiquing, challenging]

• exploring the concept of reciprocity in intercultural communication, identifying and interpreting elements of interacting , and adjusting position or perspective in intercultural communication

• using a journal to record perceptions of how learning the Modern Greek language has impacted on own assumptions about Greek people and culture

• comparing public representations, such as those in advertising and television programs, of different cultural groups


• recognising the importance of learning and using different languages in order to access the cultural practices, values and beliefs of others


By the end of Level 4, students demonstrate an understanding of the grammar used to formulate sentences in informational and creative texts. They sequence information and understand the main ideas presented in texts, for both concrete and abstract topics. They reflect on the author’s use of language and make connections between the language used and the cultural concepts expressed.

Students present (both orally and in writing) information related to real or imaginary events and experiences. They begin to self-correct and manipulate language, and demonstrate an awareness of ways in which language is a reflection of culture.

Students interact with some degree of spontaneity on a variety of topics related to their own interests. They participate in classroom discussions, and present and communicate their thoughts and opinions. They demonstrate some degree of grammatical control when using complex sentences in spoken and written form and can manipulate tenses.

australian curriculum: languages modern...

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