modern greek k-10 2019 syllabus pdf

NSW Syllabus for the Australian Curriculum

Modern Greek

K–10 Syllabus

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Contents

Introduction.............................................................................................................................................. 4

Introduction to the Modern Greek K–10 Syllabus ................................................................................... 5

Modern Greek Key .................................................................................................................................. 8

Rationale ............................................................................................................................................... 11

The Place of the Modern Greek K–10 Syllabus in the K–12 Curriculum .............................................. 13

Aim ........................................................................................................................................................ 14

Objectives.............................................................................................................................................. 15

Outcomes .............................................................................................................................................. 16

Stage Statements .................................................................................................................................. 21

Content .................................................................................................................................................. 30

Content for Early Stage 1 ...................................................................................................................... 39

Content for Stage 1 ............................................................................................................................... 45





Years 7–10 Life Skills Outcomes and Content ................................................................................... 113

Years 7–10 Life Skills Outcomes ........................................................................................................ 114

Years 7–10 Life Skills Content ............................................................................................................ 119

Assessment ......................................................................................................................................... 131

Glossary .............................................................................................................................................. 134

Modern Greek K–10 Syllabus 4

Introduction

The K–10 curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some

overarching views about education. These include the NESA K–10 Curriculum Framework and

Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young

Australians (December 2008).

NESA syllabuses include agreed Australian Curriculum content and content that clarifies the scope,

breadth and depth of learning. The Australian Curriculum achievement standards underpin the

syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the

syllabus takes into account the diverse needs of all students. It identifies essential knowledge,

understanding, skills, values and attitudes. It outlines clear standards of what students are expected

to know and be able to do in K–10. It provides structures and processes by which teachers can

provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge,

understanding, skills, values and attitudes essential for all students in all learning areas to succeed in

and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the

Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the

direction for Australian schooling for the next ten years. There are two broad goals:

Goal 1: Australian schooling promotes equity and excellence.

Goal 2: All young Australians become successful learners, confident and creative individuals,

and active and informed citizens.

The way in which learning in the Modern Greek K–10 Syllabus will contribute to the curriculum, and to

students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.


Introduction to the Modern Greek K–10 Syllabus

The language

The language to be studied and assessed is the modern standard version of Modern Greek.

Students should be aware of formal and informal levels of language used in daily life. This includes

the use of colloquialisms, where appropriate, and an awareness of regional differences.

The learners of Modern Greek

Students come to the learning of languages with diverse linguistic, cultural and personal profiles,

including a range of prior language experiences either in Modern Greek or in a different language.

Students may have engaged with Modern Greek in formal or less formal contexts, or they may have

been exposed to a language through family members or in-country experience. Students start school

as mono-, bi- or plurilinguals.

Mandatory study of a language occurs in Stage 4. However, students may commence their study of a

language at any point along the K–10 continuum.

The learners of Modern Greek include students:

• learning Modern Greek as a second or additional language

• with prior learning and/or experience who may have:

– undertaken a significant school-based learning program in Australia

– had exposure to Modern Greek language and culture and may engage in some active but

predominantly receptive use of Modern Greek (including dialects and variants of Modern

Greek)

• with a background in the language who have had their primary socialisation as well as initial

literacy development and primary schooling in Modern Greek

• undertaking a course based on Life Skills outcomes and content.


Diversity of learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate

teaching approaches that support student diversity, including students with special education needs,

gifted and talented students, and students learning English as an additional language or dialect

(EAL/D). Students may have more than one learning need.

Students with special education needs

All students are entitled to participate in and progress through the curriculum. Under the Disability

Standards for Education 2005, schools are required to provide additional support or adjustments to

teaching, learning and assessment activities for some students with special education needs.

Adjustments are measures or actions taken in relation to teaching, learning and assessment that

enable a student with special education needs to access syllabus outcomes and content and

demonstrate achievement of outcomes.

Students with special education needs can access outcomes and content from K–10 syllabuses in a

range of ways. Students may engage with:

• syllabus outcomes and content from their age-appropriate Stage with adjustments to teaching,

learning and/or assessment activities; or

• selected syllabus outcomes and content from their age-appropriate Stage, relevant to their

learning needs; or

• syllabus outcomes from an earlier Stage, using age-appropriate content; or

• selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for students in

Stages 4 and 5.

Decisions regarding curriculum options, including adjustments, should be made in the context of

collaborative curriculum planning with the student, parent/carer and other significant individuals to

ensure that syllabus outcomes and content reflect the learning needs and priorities of individual

students.

Further information can be found in support materials for:

• Languages

• Special education

• Life Skills.

Gifted and talented students

Gifted and talented students have specific learning needs that may require adjustments to the pace,

level and content of the curriculum. Differentiated educational opportunities assist in meeting the

needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:

• the capacity to learn at faster rates

• the capacity to find and solve problems

• the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also

have learning disabilities and/or English as an additional language or dialect. These needs should be

addressed when planning appropriate teaching, learning and assessment activities.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/adjustments

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/collaborative-curriculum-planning

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/languages

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/life-skills


Curriculum strategies for gifted and talented students may include:

• differentiation: modifying the pace, level and content of teaching, learning and assessment

activities

• acceleration: promoting a student to a level of study beyond their age group

• curriculum compacting: assessing a student’s current level of learning and addressing aspects of

the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers,

parents/carers and students, with reference to documents and advice available from NESA and the

education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum

options, as well as teaching, learning and assessment strategies, most suited to their needs and

abilities.

Students learning English as an additional language or dialect

(EAL/D)

Many students in Australian schools are learning English as an additional language or dialect

(EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard

Australian English and who require additional support to assist them to develop English language

proficiency.

EAL/D students come from diverse backgrounds and may include:

• overseas and Australian-born students whose first language is a language other than English,

including creoles and related varieties

• Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including

Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different

stages of English language learning. They have diverse talents and capabilities and a range of prior

learning experiences and levels of literacy in their first language and in Standard Australian English.

EAL/D students represent a significant and growing percentage of learners in NSW schools. For

some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and

skills of a syllabus through that new language. They require additional time and support, along with

informed teaching that explicitly addresses their language needs, and assessments that take into

account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide

information about the English language development phases of EAL/D students. These materials and

other resources can be used to support the specific needs of EAL/D students and to assist students to

access syllabus outcomes and content.

http://www.acara.edu.au/curriculum/student-diversity/english-as-an-additional-Language-or-dialect


Modern Greek Key

Outcome coding

Syllabus outcomes are coded in a consistent way. The code identifies the language, Stage, outcome

number and the way content is organised.

Early Stage 1 to Stage 5 are represented by the following codes:

Stage Code

Early Stage 1 e

Stage 1 1

Stage 2 2

Stage 3 3

Stage 4 4

Stage 5 5

In the Modern Greek syllabus, outcome codes indicate subject, Stage, outcome number and strand.

For example:

Outcome code Interpretation

LMG2-1C Languages, Modern Greek, Stage 2 – Outcome number 1 (Communicating)

LMG5-7U Languages, Modern Greek, Stage 5 – Outcome number 7 (Understanding)

LMGLS-2C Languages, Modern Greek, Life Skills – Outcome number 2 (Communicating)


Coding of Australian Curriculum content

The syllabus includes Australian Curriculum content descriptions for Modern Greek in a generic form

with Australian Curriculum codes in brackets at the end of each generic content description, for

example:

Initiate interactions and exchange information with teacher and peers (ACLMGC145)

Where a number of content descriptions are jointly represented, all description codes are included, eg

(ACLMGC130, ACLMGC132, ACLMGC134).


Learning across the curriculum icons

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities

and other areas identified as important learning for all students, is incorporated and identified by icons

in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise


Rationale

Learning languages provides the opportunity for students to engage with the linguistic and cultural

diversity of the world and its peoples. Students broaden their horizons in relation to personal, social,

cultural and employment opportunities in an increasingly interconnected and interdependent world.

Proficiency in languages provides a national resource that serves communities within Australia and

enables the nation to engage more effectively with the global community.

Contemporary research and practice have established a clear link between the learning of languages

and improved literacy skills for both background speakers and second or additional language

learners. Through the development of communicative skills in a language and understanding of how

language works as a system, students further develop literacy in English, through close attention to

detail, accuracy, logic and critical reasoning. Learning languages exercises students’ intellectual

curiosity, increases metalinguistic awareness, strengthens intellectual, analytical and reflective

capabilities, and enhances critical and creative thinking.

Greek is the official language of Greece and one of the official languages of the Republic of Cyprus. It

is also one of the official languages of the European Union. Through the extensive Greek diaspora,

the Greek language is widely spoken by Greek-speaking communities around the world, including in

Australia, the United States, Canada, United Kingdom, Germany, countries of Latin America and

Africa, and areas around the Black Sea, the Balkans, the Mediterranean and the Middle East. The

largest periods of migration to Australia occurred between 1950s and the 1970s. Australia’s large

number of Greek-speaking communities, have made and continue to make a significant contribution

to the development and enrichment of Australian society, not only in the areas of commerce,

agriculture, industry, trade, education, the arts, medicine, law, politics, government and scientific

research, but also in cultural and lifestyle influences.

Modern Greek is an alphabetic, non-roman based language, and has remained relatively unchanged

since ancient times. The Hellenic civilisation and language have significantly shaped Western

civilisation, particularly in the areas of science, the arts, architecture, medicine, mathematics,

literature, politics and philosophy. The study of Modern Greek enables learners to gain access to and

appreciate the rich language, culture, history, art, science and literature of Greece.

The ability to communicate in Greek provides incentives for travel and for more meaningful

interactions with speakers of Greek, encouraging sociocultural understanding between Australia and

Greece and cohesion within the Australian community. It also provides opportunities for students to

gain insights into the contributions that have been made by Greek-speaking communities to

Australian society and to the global community. For background speakers, this valuable learning

experience is further enhanced by the opportunity to maintain and develop their Modern Greek

language skills and understanding of their cultural heritage.

The rich linguistic and cultural diversity of New South Wales, to which Modern Greek-speaking

communities contribute significantly, provides an educational environment where the study of

languages and cultures is valued as a unique and integral part of the K–10 curriculum.

Through learning languages, students develop an intercultural capability and an understanding of the

role of language and culture in communication, and become more accepting of difference and

diversity. They develop understanding of global citizenship, and reflect on their own heritage, values,

culture and identity.


The study of Modern Greek in Kindergarten to Year 10 may be the basis for further study of one of the

differentiated Modern Greek syllabuses available for study in Stage 6, and for future employment,

within Australia and internationally, in areas such as commerce, tourism, entertainment, hospitality,

education, sport, visual arts, performing arts and international relations.


The Place of the Modern Greek K–10 Syllabus in

the K–12 Curriculum


Aim

The study of Modern Greek in K–10 enables students to communicate with others in Modern Greek,

and to reflect on and understand the nature and role of language and culture in their own lives and the

lives of others.


Objectives

Knowledge, understanding and skills

Communicating strand

Students use language for communicative purposes by:

• interacting – exchanging information, ideas and opinions, and socialising, planning and

negotiating

• accessing and responding – obtaining, processing and responding to information through a

range of spoken, written, digital and/or multimodal texts

• composing – creating spoken, written, bilingual, digital and/or multimodal texts.

Understanding strand

Students analyse and understand language and culture by:

• systems of language – understanding the language system including sound, writing, grammar

and text structure; and how language changes over time and place

• the role of language and culture – understanding and reflecting on the role of language and

culture in the exchange of meaning, and considering how interaction shapes communication and

identity.

The Communicating and Understanding strands are interdependent and one or more of the objectives

may be emphasised at any given time, depending on the language and the Stage of learning.

Values and attitudes

Students:

• develop an interest in and enjoyment of language learning

• appreciate and value their own heritage, culture and identity

• appreciate and respect the culture, beliefs and values of others through language learning.


Outcomes

Table of objectives and outcomes – continuum of learning


Objective

Interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating*

Early Stage 1

outcome

A student:

Stage 1

outcome

A student:

Stage 2

outcome

A student:

Stage 3

outcome

A student:

Stage 4

outcome

A student:

Stage 5

outcome

A student:

LMGe-1C

interacts in

simple

exchanges in

Modern Greek

LMG1-1C

participates in

classroom

interactions

and play-

based learning

activities in

Modern Greek

LMG2-1C

interacts with

others to share

information

and participate

in classroom

activities in

Modern Greek

LMG3-1C

uses Modern

Greek to

interact with

others to

exchange

information

and opinions,

and to

participate in

classroom

activities

LMG4-1C

uses Modern

Greek to

interact with

others to

exchange

information,

ideas and

opinions, and

make plans

LMG5-1C

manipulates

Modern Greek

in sustained

interactions to

exchange

information,

ideas and

opinions, and

make plans

and negotiate

* Speaking, listening, reading and writing skills are integral for students who are developing their

acquisition of Modern Greek. For some students with disability, teachers will need to consider relevant

and appropriate adjustments to speaking, listening, reading, writing and communication experiences

within the context of the Modern Greek K–10 Syllabus.


Objective

Accessing and responding – obtaining, processing and responding to information through a range

of spoken, written, digital and/or multimodal texts*

Early Stage 1

outcomes

A student:

Stage 1

outcomes

A student:

Stage 2

outcomes

A student:

Stage 3

outcomes

A student:

Stage 4

outcomes

A student:

Stage 5

outcomes

A student:

LMGe-2C

engages with

Modern Greek

texts

LMG1-2C

identifies key

words and

information in

simple texts

LMG2-2C

locates and

classifies

information in

texts

LMG3-2C

obtains and

processes

information in

texts, using

contextual and

other clues

LMG4-2C

identifies main

ideas in, and

obtains

information

from texts

LMG5-2C

identifies and

interprets

information in

a range of

texts

LMGe-3C

responds to

spoken and

visual texts

LMG1-3C

responds to

texts using a

range of

supports

LMG2-3C

responds to

texts in a

variety of ways

LMG3-3C

responds to

texts using

different

formats

LMG4-3C

organises and

responds to

information

and ideas in

texts for

different

audiences

LMG5-3C

evaluates and

responds to

information,

opinions and

ideas in texts,

using a range

of formats for

specific

contexts,

purposes and

audiences






Objective

Composing – creating spoken, written, bilingual, digital and/or multimodal texts*

Early Stage 1

outcome

A student:

Stage 1

outcome

A student:

Stage 2

outcome

A student:

Stage 3

outcome

A student:

Stage 4

outcome

A student:

Stage 5

outcome

A student:

LMGe-4C

composes

texts in

Modern Greek

using visual

supports and

other scaffolds

LMG1-4C

composes

texts in

Modern Greek

using

rehearsed

language

LMG2-4C

composes

texts in

Modern Greek

using

modelled

language

LMG3-4C

composes

texts in

Modern Greek

using a series

of sentences

LMG4-4C

applies a

range of

linguistic

structures to

compose texts

in Modern

Greek, using a

range of

formats for

different

audiences

LMG5-4C

experiments

with linguistic

patterns and

structures to

compose texts

in Modern

Greek, using a

range of

formats for a

variety of

contexts,

purposes and

audiences







Objective

Systems of language – understanding the language system, including sound, writing, grammar, and

text structure; and how language changes over time and place*

Early Stage 1

outcomes

A student:

Stage 1

outcomes

A student:

Stage 2

outcomes

A student:

Stage 3

outcomes

A student:

Stage 4

outcomes

A student:

Stage 5

outcomes

A student:

LMGe-5U

recognises

spoken

Modern Greek

LMG1-5U

recognises

and

reproduces

the sounds of

Modern Greek

LMG2-5U

recognises

pronunciation

and intonation

patterns of

Modern Greek

LMG3-5U

applies key

features of

Modern Greek

pronunciation

and intonation

LMG4-5U

applies

Modern Greek

pronunciation

and intonation

patterns

LMG5-5U

demonstrates

how Modern

Greek

pronunciation

and intonation

are used to

convey

meaning

LMGe-6U

recognises

written Modern

Greek

LMG1-6U

recognises

basic Modern

Greek writing

conventions

LMG2-6U

demonstrates

understanding

of basic

Modern Greek

writing

conventions

LMG3-6U

applies basic

Modern Greek

writing

conventions

LMG4-6U

demonstrates

understanding

of key aspects

of Modern

Greek writing

conventions

LMG5-6U

demonstrates

understanding

of how Modern

Greek writing

conventions

are used to

convey

meaning

LMGe-7U

recognises the

difference

between

statements,

questions and

commands in

Modern Greek

LMG1-7U

recognises

Modern Greek

language

patterns in

statements,

questions and

commands

LMG2-7U

demonstrates

understanding

of elements of

Modern Greek

grammar in

familiar

language

patterns

LMG3-7U

demonstrates

understanding

of Modern

Greek

grammatical

structures

LMG4-7U

applies

features of

Modern Greek

grammatical

structures and

sentence

patterns to

convey

information

and ideas

LMG5-7U

analyses the

function of

complex

Modern Greek

grammatical

structures to

extend

meaning

LMGe-8U

recognises

that there are

different kinds

of texts

LMG1-8U

recognises

features of

familiar texts

LMG2-8U

demonstrates

an awareness

of how familiar

texts are

structured

LMG3-8U

recognises

how texts and

language use

vary according

to context and

purpose

LMG4-8U

identifies

variations in

linguistic and

structural

features of

texts

LMG5-8U

analyses

linguistic,

structural and

cultural

features in a

range of texts


Objective

The role of language and culture – understanding and reflecting on the role of language and culture

in the exchange of meaning, and considering how interaction shapes communication and identity*

Early Stage 1

outcome

A student:

Stage 1

outcome

A student:

Stage 2

outcome

A student:

Stage 3

outcome

A student:

Stage 4

outcome

A student:

Stage 5

outcome

A student:

LMGe-9U

recognises

other

languages

and cultures in

their

immediate

environment

and the world

LMG1-9U

recognises

similarities and

differences in

communication

across cultures

LMG2-9U

recognises

how terms

and

expressions

reflect

aspects of

culture

LMG3-9U

makes

connections

between

cultural

practices and

language use

LMG4-9U

identifies that

language use

reflects

cultural ideas,

values and

beliefs

LMG5-9U

explains and

reflects on the

interrelationship

between

language,

culture and

identity






Stage Statements

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that

have been developed by students as a result of achieving the outcomes for the relevant Stage of

learning.

Prior-to-school learning

Students bring to school a range of knowledge, understanding and skills developed in home and

prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning

and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to

learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five learning outcomes that reflect

contemporary theories and research evidence about children’s learning. The outcomes are used to

guide planning and to assist all children to make progress.

The outcomes are:

1. Children have a strong sense of identity.

2. Children are connected with and contribute to their world.

3. Children have a strong sense of wellbeing.

4. Children are confident and involved learners.

5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan

appropriate learning experiences that make connections with existing language and literacy

development, including language used at home.


Early Stage 1

By the end of Early Stage 1, students interact in Greek with their peers and teacher through action-

related talk and play-based activities. They exchange greetings and respond to simple instructions,

question cues and spoken and visual texts with actions, gestures, single words or phrases, including

formulaic phrases. They participate in shared listening or viewing of texts such as Big Book stories,

using pictures and contextual clues to help make meaning, and responding through actions, gestures,

drawing or singing. They identify key words in spoken texts, such as names of people or objects, and

match simple words to pictures, for example labelling classroom objects in Modern Greek and

English. They compose their own spoken texts with teacher support, using scaffolds and visual

support, such as photographs, to convey simple information about themselves or their family.

Students recognise that Greek sounds different to English, and mimic Greek pronunciation,

approximating sounds. They recognise the difference between statements, questions and commands.

They understand that there are different kinds of texts, such as songs, labels and captions, and

recognise Modern Greek in the written form. They understand that some Modern Greek and English

words are similar. They understand that Modern Greek is used in Greece and other places in the

world, and explore different languages that are used by their peers or family, or in their local

community. Students have a growing awareness of the culture of Greek-speaking communities, and

identify some Greek cultural practices that are similar or different to their own.

Students with prior learning and/or experience

Students with prior learning and/or experience of Modern Greek have more developed communicative

skills, and knowledge and understanding of language and culture. They interact in Greek with their

peers and teacher by exchanging greetings, responding to questions and instructions and taking turns

in class activities. They identify key words and specific information in simple spoken and visual texts,

and share information, using illustrations and gestures to support meaning. They compose simple

spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for

the classroom. Students use features of the Modern Greek sound system, including pitch, accent,

rhythm and intonation, and understand that the sounds of Modern Greek are represented in words

and symbols. They identify the function of statements, questions and commands. They describe

aspects of self and their family background, and their own prior learning and/or experience of Modern

Greek.


Stage 1

By the end of Stage 1, students interact in Greek with their peers and teacher to exchange greetings

and simple information. They use Modern Greek in play-based learning contexts and classroom

routines, using modelled language. They identify key words and information in simple texts, such as

charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and

other supports. They compose simple texts in Modern Greek using rehearsed language, and create

bilingual labels and captions for objects and visual texts.

Students reproduce the sounds and rhythms of spoken Greek, and understand how sounds are

represented in Modern Greek. They recognise and copy some letters of the Modern Greek alphabet

and identify language patterns in simple statements, questions and commands. They identify features

of familiar texts, such as greeting cards, and variations in language use when greeting and

addressing different people. They recognise that Modern Greek and English borrow words and

expressions from each other and other languages. Students understand that the ways in which

people use language reflect their culture, and relate to where and how they live and what is important

to them. They reflect on similarities and differences between Modern Greek and their own language

and culture.



skills, and knowledge and understanding of language and culture. They interact in Greek with their

peers and teacher to exchange personal information, and participate in classroom routines and

guided activities by responding to questions, following instructions and seeking permission. They

locate and organise key points of information from simple spoken, written, digital and visual texts, and

respond to texts in English or by using modelled sentence structures in Modern Greek. They compose

simple texts, using modelled language and illustrations to support meaning, and create simple

bilingual texts in print or digital form, such as word lists, labels or captions for the classroom.

Students apply pronunciation and intonation patterns, including pronunciation of loan words and

punctuation. They write simple texts using combinations of letters of the Greek alphabet, recognising

how letters are represented in words, parts of speech and basic word order in simple sentences. They

reflect on the role of Modern Greek language and culture in their own lives.


Stage 2

By the end of Stage 2, students interact with others in Greek to share information and participate in

guided classroom activities that involve following instructions and collaborating with peers. They

locate and classify information in texts, such as recipes or menus, and respond to texts, using

modelled language and graphic, visual or digital supports. They compose texts in Modern Greek,

using familiar words, formulaic expressions and modelled language, and create bilingual texts, such

as descriptions and signs for the classroom.

Students reproduce pronunciation and intonation patterns, and identify sound–writing relationships.

They write simple texts using the Modern Greek alphabet and identify basic elements of grammar in

familiar language patterns. They recognise structure and language features in familiar texts, and

variations in language use according to context and relationships between participants. They

recognise frequently used loan words from English and other languages, comparing pronunciation.

Students identify terms and expressions in Modern Greek that reflect cultural practices, and make

comparisons with their own and other communities. They understand that ways of communicating and

behaving reflect aspects of personal identity.



skills, and knowledge and understanding of language and culture. They interact with others in Modern

Greek to share information, experiences and feelings, and participate in tasks and activities that

involve collaborative planning and simple transactions. They locate and organise information from

spoken, written, digital and visual texts, and respond to texts, using English or modelled language in

Modern Greek, in spoken, written and digital modes. They compose texts using formulaic

expressions, modelled language and visual supports, and create bilingual texts such as signs or

notices, digital picture dictionaries or word banks for the classroom and school community.

Students apply intonation and phrasing patterns of spoken Modern Greek. They write texts using the

Modern Greek alphabet, applying their knowledge of grammatical elements to describe actions,

people and objects. They reflect on their experiences when interacting in Greek and English-speaking

contexts, identifying similarities and differences in language use and behaviours.


Stage 3

By the end of Stage 3, students interact with others in Greek to exchange information and opinions.

They engage in classroom activities and collaborate with peers to plan a group activity or shared

event. They obtain and organise information from spoken, written and digital texts, using contextual

and other clues to elicit meaning, and respond to texts in Modern Greek or English, using a range of

formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and

using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices,

games, displays, websites or word banks, for the school community.

Students use key features of pronunciation and intonation, recognising the relationship between

sounds, words and meaning, and apply basic writing conventions. They recognise the systematic

nature of Modern Greek grammar rules, and use basic grammatical structures to present information.

They identify how texts vary according to purpose and context, and recognise variations in language

use according to context and relationships between participants. They explore the influence of

Modern Greek language and culture on other languages. Students describe aspects of their own

identity, making comparisons between their own cultural practices and language use and those of

Greek-speaking communities, and considering how this affects intercultural communication.



skills, and knowledge and understanding of language and culture. They initiate interactions in Modern

Greek with others to exchange information, ideas and opinions, and collaborate with peers to make

choices and arrangements, organise events and complete transactions. They locate and classify

information from a range of spoken, written and digital texts, and respond to texts in Modern Greek or

English, using a range of formats for different audiences. They compose informative and imaginative

texts for a variety of purposes and audiences, and create bilingual texts and resources for their own

language learning and the school community.

Students apply the Modern Greek sound system, including variations in tone, stress and phrasing.

They apply basic structures and features of Modern Greek grammar to present information and

elaborate on meaning. They reflect on their experiences in Modern Greek and English-speaking

contexts, discussing adjustments made when moving from English to Modern Greek and vice versa.


Stage 4

By the end of Stage 4, students interact with others in Greek to exchange information and ideas on

topics of interest, and engage in collaborative tasks and activities that involve making plans and

arrangements. They identify main ideas and specific information in a range of written, spoken and

digital texts, and respond in Modern Greek or English to information and ideas, in a range of formats

for specific audiences. They compose informative and imaginative texts for different audiences, using

a range of linguistic structures with the support of stimulus materials and modelled language, and

create bilingual texts and learning resources for the classroom.

Students apply Modern Greek pronunciation and intonation patterns, including pitch, accent and

rhythm, in a range of sentence types and vocabulary. They recognise elements of Modern Greek

grammar, including the systematic nature of verb conjugation, and use features of Modern Greek

grammatical structures and sentence patterns to convey information and ideas. They identify

variations in linguistic and structural features in a range of texts, explaining how language use varies

according to context and the relationship between participants.

Students examine how Modern Greek influences and is influenced by other languages and cultures,

identifying borrowed words used in Modern Greek and English, and Modern Greek words and

phrases that have emerged in response to new technology. They explore connections between

language and culture in particular words, expressions and communicative behaviours, recognising

values that are important to Greek-speaking communities. They share their reactions to intercultural

experiences, considering how ways of communicating and expressing identity are shaped by the

values and beliefs of a community.



skills, and knowledge and understanding of language and culture. They interact in Greek with peers

and known adults on a range of topics and experiences, and engage in collaborative tasks and

activities that involve planning, negotiating and making decisions. They obtain and process

information from a range of written, spoken and digital texts, and respond in Modern Greek or English

to information and ideas on a variety of topics, events or experiences, using different modes of

presentation for particular audiences. They compose informative and imaginative texts in a range of

formats according to purpose and audience, and create bilingual texts and resources for the school

and wider community.

Students apply Greek pronunciation and intonation patterns, including pronunciation of loan words

and punctuation. They use elements of Modern Greek grammar and sentence structure to express

ideas. They understand how different types of texts are structured and use particular language

features according to context, purpose and audience. They recognise that Modern Greek has evolved

and developed through different periods of influence and change, and how variations in Modern

Greek language use reflect different levels of formality, authority and status. Students explain ways in

which choices in language use reflect cultural ideas, and explore different communicative behaviours

across cultures. They reflect on how their own biography, including family origins, traditions and

beliefs, has an impact on their sense of identity and ways of communicating.


Students with a background in Modern Greek

Students with a background in Modern Greek have more sophisticated communicative skills, and

knowledge and understanding of language and culture. They interact with peers and known adults to

exchange information, opinions and preferences relating to social issues and cultural experiences,

and engage in collaborative tasks and activities that involve negotiating, solving problems and

justifying decisions. They access and evaluate information in a range of written, spoken and digital

texts, and respond in Modern Greek to information, ideas and perspectives on a range of topics,

events or experiences, using different presentation modes for particular audiences. They compose

informative and imaginative texts in a range of formats according to purpose and audience, and

create bilingual texts and resources for the school and wider community.

Students apply the Modern Greek sound system, explaining features, including variations in tone,

stress and phrasing. They apply their knowledge of Modern Greek grammar to organise and

elaborate on ideas and opinions, and understand how different types of texts are structured and use

particular language features according to context, purpose and audience. They recognise that Modern

Greek has evolved and developed through different periods of influence and change, and how

variations in Modern Greek language use reflect different levels of formality, authority and status.

Students analyse ways in which choices in language use reflect cultural ideas and perspectives, and

reflect on how what is considered acceptable in communication varies across cultures. They reflect on

how and why being a speaker of Greek contributes to their sense of identity and is important to their

Greek cultural heritage.


Stage 5

By the end of Stage 5, students manipulate Modern Greek in sustained interactions with others to

exchange information, ideas and opinions. They participate in a range of collaborative tasks, activities

and experiences that involve making plans, negotiating and solving problems. They identify and

interpret information from a range of written, spoken, visual or multimodal texts, and evaluate and

respond in English or Modern Greek to information, opinions and ideas, using a range of formats for

specific contexts, purposes and audiences. They compose informative and imaginative texts to

express ideas, attitudes and values, experimenting with linguistic patterns and structures, and using

different formats for a variety of contexts, purposes and audiences. They create a range of bilingual

texts and resources for the school and wider community.

Students apply pronunciation, intonation and phrasing patterns of spoken Modern Greek. They

understand the systematic nature of Modern Greek grammatical forms, and use elements of grammar

to express complex ideas. They analyse the effects of linguistic and structural features in texts,

explaining their interrelationship with context, purpose and audience. They examine the impact of

factors such as media, technology, globalisation and popular culture on Modern Greek.

Students explain how and why language use varies according to social and cultural contexts,

relationships between participants and textual purpose. They understand that language, culture and

communication are interrelated and shaped by each other. They reflect on their intercultural

experiences, recognising how cultural identity influences ways of communicating, thinking and

behaving.



skills, and knowledge and understanding of language and culture. They initiate and sustain

interactions in Greek with others to share information, feelings, opinions, ideas and points of view.

They participate in a range of collaborative tasks, activities and experiences that involve negotiating

and solving problems. They obtain, interpret and evaluate information, ideas and opinions from a

range of texts, and respond to texts in Modern Greek or English, using different formats, for specific

contexts, purposes and audiences. They compose a variety of informative and imaginative texts in

different formats, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply intonation and phrasing patterns in both formal and informal speech. They use

complex grammatical structures, including a range of verb tenses to achieve sophistication in

expression, and explain the relationship between context, purpose, audience, linguistic features and

cultural elements in a range of personal, reflective, informative and persuasive texts. They research

the phenomenon of language change in Greek-speaking communities, analysing and comparing

language use of previous generations with contemporary use. Students analyse the reciprocal

relationship between language, culture and communication, and how this relationship reflects values,

attitudes and beliefs. They reflect on how their own identity both influences and is shaped by ways of

communicating, thinking and behaving.


Students with a background in Modern Greek

Students with a background in Modern Greek have more sophisticated communicative skills, and

knowledge and understanding of language and culture. They initiate and sustain interactions in Greek

with others to discuss ideas and points of view, and participate in a range of collaborative tasks,

activities and experiences that involve planning, negotiation and debate. They analyse written and

spoken texts to identify elements such as viewpoint, theme, stylistic devices, cultural influences and

values. They respond in Modern Greek to information and ideas from different perspectives, using a

range of formats for specific contexts, purposes and audiences. They compose a variety of

informative and imaginative texts in different formats, experimenting with genre, textual features and

stylistic devices, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply the Modern Greek sound system in both formal and informal speech, understanding

how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic

features of texts. They apply complex grammatical structures to enhance communication and achieve

particular effects. They explain the relationship between context, purpose, audience, linguistic

features and cultural elements in a range of personal, reflective, informative and persuasive texts.

They research the phenomenon of language change in Modern Greek-speaking communities,

analysing and comparing language use of previous generations with contemporary use. Students

discuss how meanings vary according to cultural assumptions that Modern Greek and English

speakers bring to interactions, and how mutual understanding can be achieved. They reflect on

variations in their own language use and communicative and cultural behaviours in Modern Greek

and English-speaking contexts.


Content

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes

of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used,

and the intended learning appropriate for the Stage. In considering the intended learning, teachers will

make decisions about the sequence, the emphasis to be given to particular areas of content, and any

adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound

basis for students to successfully move to the next stage of learning.

In general, the examples of content in the Communicating strand are learning tasks (see glossary).

Unlike form-focused language activities and exercises (see glossary), the learning tasks involve the

achievement of a devised or actual goal or purpose. They provide opportunities to draw on existing

language resources and to experiment with new forms in authentic or simulated contexts.

The content has been designed to accommodate a range of student entry points and a range of

learners, some of whom may have significant prior learning, experience or background in Modern

Greek.

In Kindergarten to Year 6, content has been developed for two broad student groups:

• students who are studying the language as second or additional language learners; and

• students who have prior learning and/or experience.

In Year 7 to Year 10, content has been developed and presented in four ways:

• students who are studying the language as second or additional language learners

• students who have prior learning and/or experience

• students who have experienced some or all of their formal school education in a Modern Greek-

speaking environment

• students undertaking a course based on Life Skills outcomes and content.


Organisation of content

The following diagram provides an illustrative representation of elements of the course and their

relationship.

Strands

The content of the syllabus is organised through the two interrelated strands of Communicating and

Understanding, and related objectives and outcomes.

The strands reflect important aspects of language learning related to communication, analysis and

understanding of language and culture, and reflection. Students reflect on the experience of

communicating and on their own language and culture in comparison to those of others.


Macro skills

The four macro skills: listening, reading, speaking and writing are related to syllabus objectives within

the Communicating strand in the following way:

Interacting Accessing and responding* Composing

Listening Listening Speaking

Reading Reading Writing

Speaking Speaking

Writing Writing

* The response to texts may be in English or Modern Greek depending on the outcome or content.

Listening, reading, speaking and writing skills are integral for students who are developing their


and appropriate adjustments to listening, reading, speaking, writing and communication experiences


The use of English

The target language is used wherever possible as the primary medium of interaction in both

language-oriented and most content-oriented tasks.

English may be used for discussion, explanation or analysis and reflection, providing opportunities for

students to develop metalanguage for sharing ideas about language, culture and experience.


Learning across the curriculum

Learning across the curriculum content, including the cross-curriculum priorities and general

capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10

Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on

Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the

contemporary issues they face.

The cross-curriculum priorities are:

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia

• Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to

live and work successfully in the 21st century.

The general capabilities are:

• Critical and creative thinking

• Ethical understanding

• Information and communication technology capability

• Intercultural understanding

• Literacy

• Numeracy

• Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:

• Civics and citizenship

• Difference and diversity

• Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the

Modern Greek K–10 Syllabus in the following ways.


Aboriginal and Torres Strait Islander histories and cultures

The study of languages provides valuable opportunities for students to make interlinguistic and

intercultural comparisons across languages, including Aboriginal and Torres Strait Islander

languages, and to develop their understanding of concepts related to the linguistic landscape of

Australia. Students explore the languages spoken in their immediate environment, and identify local

and other Aboriginal languages, off-Country Aboriginal languages and/or Torres Strait Islander

languages. They examine cultural symbols and practices across languages, and ways in which

people express their culture through traditional stories, songs, dance and crafts. By exploring and

reflecting on the interrelationship between language, culture and identity, students are provided with

opportunities to understand that the ways in which people use language reflect the values and beliefs

of their respective communities, including Australia’s rich and diverse Aboriginal and Torres Strait

Islander communities.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories

and cultures, teachers are encouraged to:

• involve local Aboriginal communities and/or appropriate knowledge holders in determining

suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed

publications

• read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres

Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia

Students learning Modern Greek can engage with rich content and contexts for developing their

knowledge and understanding of Greek-speaking societies and are provided with opportunities to

make comparisons with Asian societies, languages, cultures, values and beliefs. They have

opportunities to learn to communicate and interact in Modern Greek in interculturally appropriate

ways, exploring concepts, experiences and perspectives from within and across Modern Greek and

other Asian cultures. They are provided with opportunities to understand that there are Greek-

speaking communities in Greece, Cyprus, Australia and around the world, and that there is diversity

within the Greek language. They identify words and expressions that Modern Greek and English

borrow from each other and other languages. They explore the impact on Modern Greek of social,

cultural and intercultural influences, such as media, technology, globalisation and popular culture.

They develop an appreciation for the place of Australia within the Asia region, including the

interconnections of languages and cultures, peoples and communities, histories and economies.

Students are provided with opportunities to learn how Australia is situated within the Asia region, and

how Australia’s linguistic and cultural identity is continuously evolving, both locally and within an

international context.

Sustainability

Learning Modern Greek provides a context for students to develop their knowledge and

understanding of concepts, perspectives and issues related to sustainability in Modern Greek-

speaking communities in Greece, Cyprus, Australia and the world. They engage with a range of texts

to obtain, interpret and present information, ideas and opinions on concepts such as the environment,

climate, conservation, linguistic and cultural ecologies, and change, both within Modern Greek

language and culture, and across languages and cultures. Students develop their knowledge,

understanding and skills about sustainability within particular cultural contexts. Through interacting

with others, negotiating meaning and mutual understanding, and reflecting on communication, they

can learn to live and work in ways that are both productive and sustainable.

http://ab-ed.bostes.nsw.edu.au/principles-and-protocols


Critical and creative thinking

Students develop critical and creative thinking as they interact in Modern Greek with people and ideas

from diverse backgrounds and perspectives. They participate in a range of collaborative tasks,

activities and experiences that involve negotiating, solving problems and making decisions. Students

obtain, interpret and organise information, ideas and perspectives from a range of texts, analysing

aspects of Modern Greek language and culture and making comparisons with other languages and

cultures. They develop skills in creative thinking when composing informative and imaginative texts in

Modern Greek in different formats for a range of contexts, purposes and audiences.

Ethical understanding

Students learning Modern Greek are encouraged to acknowledge and value difference in their

interactions with others and to respect diverse ways of perceiving and acting in the world. They can

apply their knowledge of ethics when using technology to communicate information. When collecting,

interpreting and analysing information, ideas and research data related to aspects of language and

culture in Modern Greek-speaking communities, students are provided with opportunities to learn

about ethical procedures for investigating and working with people and places. As they develop their

knowledge and understanding of the language, culture, beliefs, values and attitudes of Greek-

speaking, their own and other communities, students become more aware of their own roles and

responsibilities as citizens.

Information and communication technology capability

Accessing live Modern Greek environments and texts via digital media contributes to the development

of students’ ICT capabilities as well as linguistic and cultural knowledge, and extends the boundaries

of the classroom. Students are provided with opportunities to maximise use of the technologies

available to them, adapting as technologies evolve and limiting the risks to themselves and others in a

digital environment.

Students interact with Greek speakers in online contexts, and access multimodal resources, digital

environments and technologies to enhance their learning. They engage with digital texts to obtain,

interpret, reorganise and present information, opinions and ideas. They can use word-processing

skills to produce written texts in Modern Greek. They create informative and imaginative texts in

digital formats, using text, sound and images, and produce bilingual resources, such as digital

displays or websites, for the school community.

Intercultural understanding

The development of intercultural understanding is a central aim of learning languages, as it is integral

to communicating in the context of diversity, the development of global citizenship and lifelong

learning. Learning languages can enable students to develop their intercultural understanding as they

learn to value their own language(s), culture(s) and beliefs, and those of others. They are provided

with opportunities to understand the reciprocal relationship between language, culture and identity,

and how this relationship reflects the values and beliefs of a community. Students are encouraged to

reflect on their own and other cultures in ways that recognise similarities and differences, create

connections with others and cultivate mutual respect. Learning to move between languages and

cultures is integral to language learning and is the key to the development of students’ intercultural

understanding.


Students learning Modern Greek are provided with opportunities to understand that language

develops and operates in a sociocultural context. They are encouraged to make connections between

social and cultural practices and language use, identifying culture-specific terms and expressions in

Modern Greek and making comparisons with other languages and cultures. They examine differences

in language use and behaviours, explaining variations according to context, purpose, mode of delivery

and the roles and relationships of participants. Students are provided with opportunities to understand

how cultural identity influences ways of communicating, thinking and behaving. They reflect on their

experiences when interacting in Modern Greek and English-speaking contexts, considering

adjustments made and how this affects intercultural communication.

Literacy

Contemporary research has demonstrated explicit links between language learning and improved

literacy skills. The study of Modern Greek develops students’ understanding of how languages work

as systems, thereby enhancing literacy and language skills in Modern Greek, as well as English. For

background speakers of Greek, the knowledge, understanding and skills which students develop

through learning their first language also support and enhance the development of literacy in English.

Students learning Modern Greek can make connections between spoken language and written

Modern Greek. They engage with Modern Greek texts, using their knowledge of the language to

predict the meaning of new words, and compose texts. They are encouraged to use metalanguage to

describe linguistic structures and features in texts, recognising that grammatical concepts serve

particular functions and represent part of the system of language.

Students identify main ideas and specific information in a range of spoken, written and multimodal

texts, explaining textual structure and linguistic features and their relationship with context, purpose

and audience. They convey information, ideas and opinions in a variety of text types and formats, and

compose informative and imaginative texts in different formats for a range of audiences, purposes

and contexts, applying their knowledge of grammatical structures, word order and sentence

construction. Students create bilingual texts and resources for the school and wider community,

making comparisons between Modern Greek and English textual features, and linguistic and cultural

elements.

Numeracy

Students develop numeracy capability as they communicate in Modern Greek in everyday situations.

They use Modern Greek numbers for counting and measuring. They role-play shopping situations in

class, negotiating details such as size, quantity and price, and using currency exchange rates to

complete transactions. They use expressions of time to sequence events, and create calendars to

share information about class routines, birthdays, including zodiac signs, and Greek events and

celebrations. They interpret data and statistics from multimodal sources, and construct tables, charts,

graphs and diagrams to present information.


Personal and social capability

Students develop personal and social capability as they interact with Greek speakers in culturally

appropriate ways in a range of contexts and situations, developing understanding of the importance of

communicating in a respectful manner. They participate in shared tasks and activities that involve

planning, negotiating, and making decisions and arrangements. They work both collaboratively and

independently, engaging with Modern Greek texts and resources to obtain, interpret and evaluate

information, and creating their own informative and imaginative texts to express their ideas, opinions

and beliefs.

Students explore connections between Modern Greek language and culture in particular words,

expressions and communicative behaviours, recognising and empathising with values that are

important to Modern Greek-speaking communities. They are provided with opportunities to

understand that people view and experience the world in different ways, and reflect on their own

heritage, values, culture and identity.

Civics and citizenship

As students engage in learning Modern Greek, they develop the knowledge, understanding, skills,

values and attitudes for responsible, informed and active participation in Australian society and as

global citizens.

Students are provided with opportunities to understand the concept of community identity within the

context of multicultural Australia. They explore the diversity of identities and cultural perspectives

within Greek-speaking and other Australian communities and the diverse ways in which individuals

and communities may express their cultures and identities in Australian society.

Students examine the importance of tradition to a sense of community and national identity, and

explore the impact of social, cultural and intercultural influences on Modern Greek language and

culture, such as media, technology, globalisation and popular culture. They can appreciate the

richness of Modern Greek language and culture, and the significant social, economic and cultural

contributions of Greek-speaking communities to Australian society and the world.

Difference and diversity

Difference and diversity comprises gender, ethnicity, ability and socioeconomic circumstances.

Through their learning of Modern Greek, students develop awareness, understanding and acceptance

of difference and diversity in their personal lives, and within the local and global community. Students

are provided with opportunities to learn about diverse values, attitudes, customs and traditions in

Greek-speaking communities, as well as characteristics that are common to their own and other

communities. They communicate in Greek in diverse contexts, developing understanding of the

importance of using culturally appropriate language and behaviour.

The study of Modern Greek fosters the ideals of respect for others and appreciation and acceptance

of diverse points of view, beliefs, attitudes and values. Students develop their understanding of issues

such as age, beliefs, gender, language and ethnicity, and their appreciation of ways in which diversity

contributes to a deeper sense of community and national identity.


Work and enterprise

Students need to be prepared for living and working in a world that is more technologically focused,

globally connected and internationally competitive. Through their study of Modern Greek, students

learn about the living and working conditions of Greek-speaking communities, and are provided with

opportunities to understand the impact of social, economic and technological developments. Students

learning Modern Greek develop skills in communication, collaboration, negotiation and problem-

solving that can equip them for participation in a range of work settings, and can enable them to

become more effective and valuable members of the workforce. The ability to communicate in Greek

broadens future employment opportunities for students in an increasingly globalised world.

Early Stage 1


Content for Early Stage 1

Communicating

Interacting

Outcome

A student:

› interacts in simple exchanges in Modern Greek LMGe-1C

Content

Students:

• exchange greetings, for example: (ACLMGC103)

– introducing self and exchanging greetings, eg Γεια σου! Γεια σας! Καλημέρα, κυρία!

– using culturally appropriate gestures when exchanging greetings, eg shaking hands and

greeting friends

– greeting others at different times of the day outside and inside the classroom, eg Καλημέρα,

Γεια σου`

– greeting peers, teachers and other adults, eg Χαίρετε or γεια (σου / σας)

– beginning to use formulaic expressions in everyday situations, imitating Greek speech, and

incorporating appropriate gestures and body language, eg ευχαριστώ, παρακαλώ

• participate in classroom routines and follow simple instructions, for example: (ACLMGC104,

ACLMGC105)

– participating in classroom routines, such as beginning and ending lessons, eg Έλα εδώ!

Ελάτε μέσα! Καθίστε κάτω! Σηκώστε το χέρι! Ακούστε! Έτοιμοι! Όλα τα παιδιά μαζί!

– responding when the class roll is taken, eg εδώ είμαι, δεν είναι εδώ

– following a simple rhyme that gives instructions and uses repetitive language

Content for students with prior learning and/or experience

Students:

• interact with teacher and peers by exchanging information, for example:

– sharing personal information about themselves and their family, eg Πώς σε λένε;

Έχειςαδέρφια;

– indicating what they like and dislike, eg Μ’ αρέσει η μπανάνα. Δε μ’ αρέσει το μήλο.

– describing people, pets and belongings, eg Ο παππούς μου έχει άσπρα μαλλιά. Ο σκύλος

μου είναι μεγάλος. Τι χρώμα είναι το παντελόνι σου; Είναι κόκκινο.

– participating in singing that involves taking turns or responding to names, such as greeting

and farewell songs, eg Γύρω, γύρω όλοι, Η μικρή Ελένη

• participate in classroom activities by responding to instructions and taking turns, for example:

– following instructions and helping others, eg Κλείστε την πόρτα. Πού είναι το μολύβι;

– learning the rules of a new game, eg Greek Hopscotch, What’s the time, Mr Wolf? Hide and

Seek, and deciding who will be ‘it’, who will be ‘hiding’ and how the game is won

Early Stage 1


Communicating

Accessing and responding

Outcomes

A student:

› engages with Modern Greek texts LMGe-2C

› responds to spoken and visual texts LMGe-3C

Content

Students:

• participate in shared listening and viewing activities, for example: (ACLMGC106)

– listening to songs with visual images that involve onomatopoeic sounds and discussing them,

eg Όταν θα πάω κυρά μου στο παζάρι (κικιρικι).

– following a digital or print story then using visual clues to decipher meaning

– making predictions about character and plot from the cover and illustrations, and at various

points of the text

• respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for

example: (ACLMGC107, ACLMGC108)

– singing or responding to songs with actions and movement, eg Χαρωπά τα δυο μου χέρια τα

χτυπώ!

– performing a chant, rhyme or song, adding actions to support meaning, eg Αχ Κουνελάκι, Μια

ωραία πεταλούδα, Να το, να το το αστράκι.

– responding to questions about specific details about people and objects, eg Αυτή είναι η

μαμά; Βλέπεις τρία μολύβια; Είναι μπλε; Είναι μεγάλο/μικρό; Ναι/Όχι.

– responding to key words in stories, rhymes or songs by drawing, miming, matching, clicking

or dragging


Students:

• identify key words and specific information in simple spoken and visual texts, for example:

– identifying key words and specific details in picture books and familiar multimodal stories, eg

Πού είναι ο Σποτ; Τι κάνει ο Σποτ; Τα τρία γουρουνάκια.

– identifying words in written Greek from stories, digital sources, posters or flashcards, eg ζώα .

– identifying repeated words in a song, eg Καλημέρα, Καλησπέρα

– identifying the main idea of a text based on images and naming what they see, eg το σχολείο,

το πάρτι

• share information from texts, using illustrations and gestures to support meaning, for example:

– drawing a picture and explaining it, using gestures to support understanding

– miming an action from a text

– performing the story of a familiar book

– sharing or retelling a story to peers using known expressions and phrases

– drawing a picture of the main character for a storyboard of a picture book

Early Stage 1


Communicating

Composing

Outcome

A student:

› composes texts in Modern Greek using visual supports and other scaffolds LMGe-4C

Content

Students:

• describe objects in Modern Greek using visual supports, for example: (ACLMGC109)

– describing size and colour of objects around the classroom/school, eg Το δέντρο είναι μεγάλο.

Το μολύβι είναι μαύρο.

– describing aspects of their immediate world by drawing or matching captions, eg Η μαμά μου,

Η γάτα μου, Τρώω μακαρόνια

– creating rhymes, exclamatory phrases or songs to describe objects, clapping and gestures,

eg Ποπό!

• label objects and images in Modern Greek, for example: (ACLMGC111)

– using drawing or annotation software to create labels for objects in the classroom and around

the school, eg η καρέκλα, το θρανίο, το βιβλίο

– cutting and pasting words to label an image, eg food items, people or animals

– assigning labels to photographs of family members and friends


Students:

• compose simple texts using illustrations and actions to support meaning, for example:

– composing and performing simple action chants or repetitive raps

– giving descriptive information using simple structures, eg Το σπίτι μου είναι μεγάλο.

• create bilingual word lists and labels for the classroom, for example:

– assigning labels for classroom objects in Modern Greek and English

– creating a bilingual picture dictionary

– using digital software to produce sets of matching Greek and English words to play memory

games

Early Stage 1


Understanding

Systems of language

Outcomes

A student:

› recognises spoken Modern Greek LMGe-5U

› recognises written Modern Greek LMGe-6U

› recognises the difference between statements, questions and commands in Modern Greek

LMGe-7U

› recognises that there are different kinds of texts LMGe-8U

Content

Students:

• recognise the sounds of Modern Greek, for example: (ACLMGU114)

– building phonic awareness by pronouncing Greek alphabet letters with familiar sounds, eg

Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ

– experimenting with Greek sounds, stress and intonation patterns through imitation and

repetition

– learning the rhythm of Modern Greek through songs and rhymes

– singing a Greek alphabet song as a mnemonic

– recognising that statements, questions and commands have different intonation patterns, eg

Έλα δω! Τι κάνεις;

• recognise that Modern Greek and English are written differently, for example: (ACLMGU114)

– tracing their name in Modern Greek

– differentiating between Modern Greek script and the Roman alphabet, eg making name

flashcards with students’ names in both languages

– participating in a game, eg Bingo or Snap using basic Modern Greek alphabet

– observing that the accent mark indicates emphasis, eg μαμά, έλα

– learning to recognise punctuation marks in writing and making comparisons between English

and Modern Greek, eg full stop, comma, exclamation mark and question mark

– locating and highlighting specific alphabet letters and accent marks in names

• recognise the structure of statements, questions and commands in Modern Greek, for example:

(ACLMGU115)

– recognising basic word order, eg Ποιος είναι αυτός; Αυτός είναι ο Κώστας. Πού είναι το

μολύβι; Είναι εδώ.

– recognising commands, eg Κλείσε την πόρτα! Καθίστε κάτω! Πάρε το βιβλίο σου!

– expressing negation, eg Είναι εδώ ο Γιώργος; Όχι, δεν είναι εδώ.

– recognising simple verbs to describe actions and using them in formulaic expressions

according to context, eg Σηκώστε το χέρι σας! Κάτσε κάτω! Ακούστε!

– recognising the difference between questions and commands

Early Stage 1


• understand that some Modern Greek and English words are similar, for example: (ACLMGU118)

– comparing pronunciation and intonation of Modern Greek loan words with English

pronunciation and vice versa, eg φέτα, χαλούμι

– recognising words in Modern Greek that are the same as in English, eg κλικ, μπανάνα, τένις

– recognising words in English that are of Greek origin, eg triangle, octopus, hippopotamus,

rhinoceros

• understand that language is organised as ‘text’, for example: (ACLMGU116)

– understanding that texts can be spoken, written, digital, visual or multimodal and can be short

or long, eg conversation, stories, songs, rhymes, films

– naming familiar texts, eg a story, rhyme, song or conversation

– identifying Greek from a selection of spoken or written texts from other languages

represented in the classroom or in the school

– comparing similar texts in Greek and English and noticing how they are the same or different,

eg street signs, labels in a market


Students:

• recognise and use features of the Modern Greek sound system, including pitch, accent, rhythm

and intonation, for example:

– recognising pitch, accent, rhythm and intonation in stories, conversations, songs or digital

texts, eg Τα τρία γουρουνάκια

– pronouncing the Greek alphabet and recognising similarities and differences with English

letters, eg Oo with Οο, Aa with Αα, Xx with Χχ, Ββ with Vv, Νν with Nn and Hh with Ηη

– recognising the effect of the accent on the intonation of a word

– reproducing Modern Greek with authentic accent and fluency in a familiar situation, eg

Ευχαριστώ, Μαρία! Παρακαλώ, κυρία!

• recognise that the sounds of Modern Greek are represented in the Greek alphabet, for example:

– tracing and copying their name in Modern Greek

– finding the Greek equivalent of their classmates’ names and writing personalised signs for

them

• identify the function of statements, questions and commands in Modern Greek, for example:

– understanding basic word order in statements and questions, eg Το βιβλίο είναι μπλε. Η

γατούλα κάνει νιάου νιάου.

– recognising requests, eg Σηκωθείτε παρακαλώ! Καθίστε παρακαλώ!

– understanding different question words, eg ποιος, ποια, ποιο, πώς; πού; πότε; Τι;

Early Stage 1


Understanding

The role of language and culture

Outcome

A student:

› recognises other languages and cultures in their immediate environment and the world LMGe-9U

Content

Students:

• understand that Modern Greek is one of the many languages spoken in Australia, for example:

(ACLMGU118)

– discussing where students have heard Modern Greek spoken, eg Greek restaurants, shops,

family, friends and community, audio books, television, radio podcasts, internet

– understanding that Modern Greek is the national language of Greece and Cyprus and is

spoken by Greek people

– discussing the various languages spoken by their peers and in their communities, including

Aboriginal languages

– identifying local Aboriginal languages

– creating a data display of the different languages represented in the class

• recognise that there are cultural practices that differ from their own, for example: (ACLMGU119,

ACLMGC112)

– discussing cultural backgrounds of peers and their families, and sharing knowledge of own

cultural background, eg greetings, families, routines

– sharing knowledge about celebrations in their own culture, and making comparisons with

celebrations in Greek-speaking and other communities, including Aboriginal and/or Torres

Strait Islander communities, eg Απόκριες, γενέθλια, namedays, National Aboriginal and

Torres Strait Islander Children’s Day


Students:

• describe aspects of self and their family background, for example:

– creating a personal profile, using drawings, images or photographs, including where their

family is from, who speaks Greek and/or other languages at home and sharing this with other

students

– drawing a family tree and reflecting on the cultural background of their family members

– reflecting on their role in society by creating a list of the various groups to which they belong,

eg family, school, sporting teams and comparing the list with others

Stage 1


Content for Stage 1

Communicating

Interacting

Outcome

A student:

› participates in classroom interactions and play-based learning activities in Modern Greek LMG1-1C

Content

Students:

• interact with teacher and peers to exchange greetings and information, for example:

(ACLMGC103)

– using appropriate greetings and gestures at occasions, eg Καλημέρα! Καλησπέρα!

Καληνύχτα! Γεια σου! Γεια σας! Αντίο! Χαίρετε! Χρόνια Πολλά! Καλά Χριστούγεννα! Καλό

Πάσχα! Τι κάνεις/Τι κάνετε; Πολύ καλά, ευχαριστώ. Και εσύ/εσείς;

– introducing self and others to peers using formulaic expressions, eg Πώς σε λένε; Με λένε…,

Και εσένα; Πόσων χρονών είσαι; Είμαι εφτά χρονών. Και εσύ; Να η μαμά μου. Αυτή είναι η

μαμά μου.

– expressing satisfaction/dissatisfaction, eg Μ’ αρέσει ο χυμός. Δε μ’ αρέσει η σοκολάτα.

– answering simple questions about objects shown on flashcards, word lists, posters,

photographs and multimedia slides, eg Τι χρώμα είναι η γόμα; Πόσων χρονών είσαι; Σου

αρέσει το σχολείο; Έχεις σκύλο στο σπίτι;

– making simple choices, based on given options, eg Θέλεις να διαβάσεις; Θέλετε να παίξετε

μέσα ή έξω;

• participate in classroom routines and activities, for example: (ACLMGC104, ACLMGC105)

– engaging in classroom routines, eg morning greetings or marking the roll, eg Χαίρετε!

Παρών/Παρούσα, Απών/Απούσα. Σήμερα είναι Δευτέρα.

– responding to, and following classroom instructions, eg Σηκωθείτε παρακαλώ! Καθίστε κάτω!

Κάντε ένα κύκλο! Όλοι μαζί! Μη μιλάτε! Ησυχία! Σηκώστε το χέρι σας! Πήγαινε έξω! Έλα εδώ!

– using simple gestures to add emphasis to expressions, eg Ναι, όχι, έτσι κι έτσι

– using courteous language during activities, eg ευχαριστώ, παρακαλώ, συγγνώμη. Μπορώ να

…

– participating in a game and action songs, eg Buzz Off, Beat the Champ, Ο Σάιμον λέει.

Περπατώ, περπατώ μες στο δάσος. Περνά, περνά η μέλισσα.

– participating in singing that involves taking turns or responding to names, such as greeting

and farewell songs, eg Γύρω, γύρω όλοι. Η μικρή Ελένη. Πού’ντο, πού’ντο το δαχτυλίδι;

– using rehearsed language to collaborate in an activity, eg creating a photograph display of a

recent incursion or excursion

– participating in simple dance routines following guided instructions, eg συρτός, καλαματιανός

https://www.google.com.au/search?dcr=1&source=hp&ei=x7DzWvrCEcOa8wXOxZGQDg&q=google+translate&oq=google+translate&gs_l=psy-ab.3..35i39k1j0l2j0i131k1j0j0i131k1j0l4.2456.6135.0.6464.17.16.0.0.0.0.327.2507.0j1j7j2.10.0....0...1c.1.64.psy-ab..7.10.2504.0..0i67k1j0i131i67k1.0.dkCLnK7Xw0k

Stage 1



Students:

• interact with teacher and peers to exchange personal information, for example:

– introducing self to peers, students from other classes or different schools, eg Πώς σε λένε; Με

λένε…, Και εσένα; Πόσων χρονών είσαι; Είμαι εφτά χρονών. Και εσύ; Να η μαμά μου./Αυτή

είναι η μαμά μου. Τι κάνεις / Τι κάνετε; Σου αρέσει το ποδόσφαιρο; Ναι, μου αρέσει πολύ.

– describing people and belongings, using familiar formulaic expressions, eg Αυτός είναι ο

μπαμπάς μου. Έχει καστανά μαλλιά και πράσινα μάτια. Αυτή είναι η μπάλα μου.

– engaging in an exchange via technology, such as video conferencing or email with a buddy

class in a Greek-speaking class or country

– dressing up as different persona in different contexts and performing activities, eg taking on

the role of different people in different contexts and sharing information about themselves

• participate in classroom routines and guided activities by responding to questions, following

instructions and asking for permission, for example:

– following teacher instructions and classroom routines, eg Κλείσε την πόρτα, σε παρακαλώ.

Ανοίξτε τα βιβλία σας. Δώσε μου το τετράδιο. Πιάσε την μπάλα.

– participating in and leading routine exchanges, such as beginning and ending lessons, eg

Καλημέρα παιδιά, Χαίρετε κυρία, naming the day of the week, eg Σήμερα είναι Δευτέρα.

– responding to marking the class roll, eg εδώ, λείπει, παρών, παρούσα and moving between

activities, eg Ελάτε, Καθίστε στη μοκέτα/στο χαλί.

– selecting between options relating to foods, colours or classroom items, eg Θέλεις σούπα ή

ψάρι; Θέλω σούπα. Μπορώ να έχω το κόκκινο μολύβι;

– recounting students’ interesting experiences, eg a visit to a favourite Greek restaurant, an

excursion or a sports carnival

Stage 1


Communicating


Outcomes

A student:

› identifies key words and information in simple texts LMG1-2C

› responds to texts using a range of supports LMG1-3C

Content

Students:

• locate specific items of information in texts, such as charts, songs, rhymes or lists, for example:

(ACLMGC106)

– recognising whole words in familiar texts

– identifying key words in rhymes or songs

– counting the number of times that a given word is heard

– demonstrating understanding by using early literacy skills such as labelling, naming, pointing,

matching, clicking and dragging, describing, drawing, tracing and miming

– identifying words in written Modern Greek in a list, eg Δευτέρα, Τρίτη, Τετάρτη ...

– locating details in texts about people, objects or events, eg Το αυτοκίνητο είναι μεγάλο; Ναι /

Όχι. Φοράει μαύρα παπούτσια; Ναι / Όχι. Είναι καλοί οι λουκουμάδες; Ναι / Όχι.

• respond to texts using key words or phrases in English or Modern Greek, or gestures, drawings

and other supports, for example: (ACLMGC107, ACLMGC108)

– drawing a picture from the descriptions provided in a spoken text, eg Η κούκλα είναι πάνω στο

τραπέζι.

– miming actions to a story, eg Η κόκκινη κοτούλα. Ο Σποτ στο σχολείο.

– participating in shared reading of books and digital texts, and deciphering the meaning of a

story using illustrations, sounds or animation

– sharing feelings about a book/video, eg by choosing statements or an emoji to reflect how

they feel, eg Μου αρέσει. Μου αρέσει πολύ. Δε μου αρέσει.

– reciting and performing a rhyme or song, adding actions for meaning, eg Μια ωραία

πεταλούδα. Φεγγαράκι μου λαμπρό. Κεφάλι, ώμοι, γόνατα και δάχτυλα, Χαρωπά τα δυο μου

χέρια τα χτυπώ!

Stage 1



Students:

• locate and organise key points of information from simple spoken, written, digital and visual texts,

for example:

– sequencing images, such as the life cycle of a butterfly, and connecting the images using

appropriate conjunctions, eg πρώτα, μετά, και

– having a conversation about shopping to list items to be purchased

– classifying key words/vocabulary into like-groups, using digital software, eg native Australian

and farm animals

– sorting and classifying information, using graphic representations in a word processing

program such as tables, eg to record likes and dislikes

– using the calendar to locate the dates for upcoming celebrations or events, eg birthdays,

namedays, school terms and sports days

• respond to texts using English, or modelled sentence structures in Modern Greek, or illustrations

to support meaning, for example:

– labelling a series of visuals, eg φρούτα και λαχανικά

– reading and copying words, matching pictures and words, or choosing from sentences

provided to express ideas

– participating in a guided activity, eg drawing a picture from the descriptions provided in a

spoken text

– selecting images and texts from magazines, newspapers and brochures about Greek culture

to illustrate key ideas, eg Greek food

– responding to a Modern Greek version of a familiar children’s story, eg Aesop’s fable or

folktale and re-enacting the plot using puppets, props or actions

Stage 1


Communicating

Composing

Outcome

A student:

› composes texts in Modern Greek using rehearsed language LMG1-4C

Content

Students:

• compose simple texts using familiar words, phrases and patterns, for example: (ACLMGC107,

ACLMGC109)

– retelling multimodal stories with puppets, props or actions, eg Η Χρυσομαλλούσα και οι τρεις

αρκούδες

– creating digital texts about themselves, using pictures and captions to name family members,

friends and favourite activities, eg Αυτός είναι ο αδελφός μου. Τον λένε Γιώργο. Αυτή είναι η

γιαγιά μου. Τη λένε Ελένη.

– giving descriptive information using simple sentence structures, eg Αυτή είναι η μαμά μου.

Είναι όμορφη. Να ένα πουλί. Το πουλί έχει φτερά.

– describing and sequencing pictures of an event, eg το πάρτι, η μέρα μου

– creating a script where characters or puppets interact, eg Πού είναι ο Γούλι;

– drawing illustrations and using captions to make a Big Book or digital book

• label objects and caption visual texts, for example: (ACLMGC111)

– creating bilingual labels for classroom objects, places around the school or items around the

house, eg η πόρτα, το παράθυρο, το τραπέζι, τα μολύβια

– collecting Modern Greek words used in English and creating sets of word cards, eg ιδέα,

τηλέφωνο, τηλεσκόπιο, μικροσκόπιο, μικρόφωνο, μεγάφωνο, ιπποπόταμος, ρινόκερος

– creating a Modern Greek picture or digital dictionary

– matching Modern Greek and English words through playing games, eg memory game, Snap

– composing bilingual captions for a photographic display of a class event, eg Grandparents’

Day, Pets’ Day, sports carnival, Environment Day

Stage 1



Students:

• compose simple texts using modelled sentence structures and illustrations to support meaning,

for example:

– creating a card to celebrate a special event, eg birthdays, namedays, Christmas and Easter

cards

– labelling parts of things relevant in other curriculum areas, eg parts of a flower

– describing family members to peers, using photographs from home

– creating/re-creating a simple song, poem or rhyme

• create simple print or digital bilingual texts, such as word lists, labels and captions for the

classroom, for example:

– making a poster of classroom rules in English and Modern Greek

– making a map of classroom/school in English and Modern Greek

– creating a bilingual dictionary with English words and their Modern Greek equivalents

– producing a simple multimodal text in Modern Greek that describes or labels images

Stage 1


Understanding

Systems of language

Outcomes

A student:

› recognises and reproduces the sounds of Modern Greek LMG1-5U

› recognises basic Modern Greek writing conventions LMG1-6U

› recognises Modern Greek language patterns in statements, questions and commands LMG1-7U

› recognises features of familiar texts LMG1-8U

Content

Students:

• recognise the sounds and rhythms of spoken Modern Greek, for example: (ACLMGU114)

– practising the different intonation of statements and questions, eg comparing Είσαι καλά; with

Είσαι καλά.

– recognising the sounds that the combination of some of the letters of the Greek alphabet

produce, eg μπ, ντ, γκ, γγ, τσ, τζ, ου, αι, ει, οι

– reproducing Modern Greek sounds and intonation patterns through imitation, repetition or

experimentation

• recognise and reproduce the letters of the Greek alphabet, for example: (ACLMGU114)

– recognising there are 24 letters in the Greek alphabet

– recognising the similarities of the sound of some of the letters of the Greek alphabet make, eg

Οο, Ωω and Ηη, Ιι, Υυ

– recognising letters in words and placing them in alphabetical order

– focusing on difficult letters and correctly reproducing words that start with them, eg Ψψ and

Ξξ (ψάρι, ξύλο)

– reproducing letters of the Greek alphabet, identifying how they are represented in words

– recognising the most common vowel combinations, eg vowel diagraph oυ and the common

consonant combinations, eg consonant digraph μπ

• understand basic Modern Greek sentence structure and recognise some key elements of Modern

Greek grammar, for example: (ACLMGU115)

– identifying gender-specific pronouns, eg εγώ, εσύ, αυτός, αυτή, αυτό

– recognising that adjectives precede nouns as in the English language, eg πράσινο μολύβι

– recognising that the ending of words in Modern Greek marks gender and number, eg το σπίτι,

τα σπίτια, η δασκάλα, οι δασκάλες

– understanding the different forms of the definite article, eg ο,η,το, οι, τα

– expressing negation, eg Δεν μου αρέσει. Δεν έχω γάτα.

– using personal pronouns to identify people, eg εγώ, εσύ, αυτός, αυτή, αυτό, εμείς, εσείς, αυτοί,

αυτές, αυτά

– learning to use simple verbs to describe actions in formulaic expressions, eg Μου αρέσει…,

Θέλω… Έχω…

– understanding the structure of simple statements and questions based on models, eg Είμαι η

Ελένη. Αυτό είναι βιβλίο; Θέλεις νερό; Αυτή είναι μια κούκλα.

Stage 1


• recognise that Modern Greek and English borrow words and expressions from each other and

other languages, for example: (ACLMGU118)

– matching English loan words to Modern Greek words using text, pictures or objects, eg το

παζλ, το πλέι στέισιον

– recognising words in Modern Greek and English that are the same, eg αβοκάντο

– developing a class word wall to display Modern Greek words that are borrowed from other

languages, including loan words from Aboriginal languages and Torres Strait Islander

languages, eg κουκαμπάρα, kookaburra (from Wiradjuri, Central/West NSW), καγκουρό

kangaroo (from Guugu Yimidhirr, Far North QLD), κοάλα koala (from Dharug, Sydney),

• understand that there are different types of text with particular features, for example:

(ACLMGU116)

– understanding texts as different forms of communication that are spoken, written, digital or

visual, and recognising that they can be short or long, eg a greeting card or much longer, a

story or a video

– recognising that different types of texts have different features, eg repetition and rhyme in

action songs and chants

– beginning to use metalanguage to talk about texts by identifying and naming familiar types of

texts and describing their features

– recognising how texts, such as stories, are sequenced and organised, eg by identifying the

main title and the connections between pictures and text

Stage 1



Students:

• apply Modern Greek pronunciation and intonation patterns, including pronunciation of loan words

and punctuation, for example:

– recognising that an accent mark is only on vowels and that it emphasises the syllable which

contains the vowel, eg το σχολείο

– participating in shared reading with a particular focus on questions, commas and full stops

• build knowledge of the Greek alphabet, for example:

– comparing English alphabet letters with Modern Greek, starting with letters that look and

sound the same, eg Aa / Αα, Ee / Εε, Ii / Ιι, Kk / Κκ, Zz/Ζζ, Oo / Oo, Mm / Μμ

– participating in games, such as a matching game, where students match their own name

written in both languages, eg Alexandra / Αλεξάνδρα, Zara / Ζάρα

• recognise parts of speech and understand basic rules of word order in simple sentences, for

example:

– developing metalanguage for communicating about language, using terms such as ‘noun’,

‘verb’, ‘adjective’

– recognising simple verbs to describe actions and using them in formulaic expressions, eg

Είμαι η Ελένη. Είμαι 7 χρονών. Πηγαίνω στο σχολείο. Μένω στο Σύδνεϋ. Έχω ένα κουνελάκι.

Μου αρέσει να κάνω ποδήλατο.

– matching definite article with the correct nouns, eg ο μαθητής, η καρέκλα, το θρανίο, οι

δάσκαλοι, οι μέρες, τα λεμόνια

– exploring how to use singular and plural forms, eg ο αδελφός / η αδελφή, η μαθήτρια / οι

μαθήτριες, το παιδί/τα παιδιά

– using pronouns to identify people, eg εγώ, εσύ αυτός, αυτή, αυτό, εμείς

– understanding that adjectives have gender, eg κόκκινος, κόκκινη, κόκκινο, μεγάλος, μεγάλη,

μεγάλο, καλός, καλή, καλό

– locating examples where the ending of the adjective agrees with the ending of the noun

– using adverbs, eg έξω, μέσα, εδώ, εκεί, πάνω, κάτω, κοντά, μακριά

– expressing needs and wants, eg Εγώ θέλω να πάω στο πάρκο με τον φίλο μου, εγώ θέλω να

φάω σούπα αβγολέμονο.

– understanding different words for asking questions, eg Ποιος είσαι; Πώς τον / την λένε;

Πόσων χρονών είσαι; Πόσα μολύβια έχεις;

– using emotive words, eg Ωραία! Πολύ καλά! Φανταστικά!!!

– recognising past tense of verbs, eg έπαιξα, πήγα, έκανα, είδα

– using conjunctions, eg και, αλλά, ότι

Stage 1


Understanding


Outcome

A student:

› recognises similarities and differences in communication across cultures LMG1-9U

Content

Students:

• recognise that the ways of greeting and addressing others vary in different cultural and social

contexts, for example: (ACLMGU117)

– exploring how language is used differently in Modern Greek to reflect different relationships,

eg parent–child exchanges

– understanding the use of Αγαπητέ/Αγαπητή

– learning to choose which form of address or greeting to use, according to gender, age and

social status of participants, such as using first name with peers, eg Γεια σου, Μαρία. Τι

κάνεις; but greeting a teacher with Γεια σας, κυρία. Τι κάνετε;

– recognising that there can be different forms of address for the same person, eg μαμά, μητέρα

– understanding that greetings vary according to the time of day or occasion, eg Καλημέρα,

Καλησπέρα, Καληνύχτα, Χαίρετε, Χρόνια Πολλά, Χριστός Ανέστη, Αληθώς Ανέστη

• understand that language and culture are closely connected, for example (ACLMGU119):

– understanding that learning and using Modern Greek involves becoming familiar with some

different ways of communicating, eg hand gestures, head movements, facial expressions

– observing through visual or audiovisual resources such as photographs and videos, how

Greek-speaking communities do everyday things differently, eg shaking hands, kissing on

both cheeks, starting a meal with καλή όρεξη

– exploring the meaning of ‘culture’, considering different visual representations, eg flags, such

as the Greek flag, the Aboriginal flag and the Torres Strait Islander flag

– recognising public cultural practices associated with Greek-speaking communities and those

associated with Aboriginal Peoples, eg Name Days and smoking ceremonies

• identify what may look or feel similar or different to their own language and culture when

interacting in Modern Greek, for example: (ACLMGC112)

– reflecting on what sounds, looks or feels similar or different to their own language and culture

when interacting in Modern Greek

– responding to guiding questions through which they reflect on experiences, such as greeting

and socialising with others, or discussing aspects of school routines or family life, eg What do

you think about this? How would it feel if you were there/doing that? Is it the same or different

in Greece and Australia?

Stage 1



Students:

• reflect on the role of Modern Greek language and culture in their own lives, for example:

– exploring ways in which Greek people express their culture through music, dance, traditional

stories, food, games and celebrations

– recognising visible expressions of cultural identity, eg flags, maps, dress and landmarks,

including those of local, other and Aboriginal languages and cultures

– discussing the role of Modern Greek language and culture in their own lives, eg participations

in cultural events or food preferences

– recognising the appropriate context for using informal language, eg at home with family, and

the appropriate context for using formal language, eg with the teacher

– recognising words that reflect aspects of culture, eg γλέντι, κέφι, χρόνια πολλά, όπα!

– understanding that particular Australian English terms and expressions have no equivalent in

Greek, eg ‘billabong’, ‘corroboree’, ‘the bush’

Stage 2


Content for Stage 2

Communicating

Interacting

Outcome

A student:

› interacts with others to share information and participate in classroom activities in Modern Greek

LMG2-1C

Content

Students:

• interact with teacher and peers in guided exchanges, for example: (ACLMGC120)

– introducing self to class, using formal language, eg Καλημέρα. Με λένε Γιώργο/Το όνομά μου

είναι Μαίρη.

– using appropriate nonverbal language when introducing self to class, eg shaking hand

– exchanging personal information about self, family, leisure and neighbourhood, eg Από πού

είσαι; Εγώ είμαι από την Κύπρο. Είμαι Έλληνας / Ελληνίδα. Εσύ; Ποιος / Ποια είσαι; Ποιος /

Ποια είναι; Είμαι…Και εσύ; Αυτός είναι ο πατέρας μου/Αυτή είναι η μητέρα μου. Πού είναι η

μαμά σου; Να την. Πού μένεις; Πού μένετε; Μένω στο Σύδνεϋ.

– asking and answering questions about the position of objects in the classroom or

surroundings, eg Το βάζο είναι πάνω στο γραφείο. Το δέντρο είναι έξω από το παράθυρο.

– requesting help during pair/group activities, eg Σε παρακαλώ, μπορείς να με βοηθήσεις;

– asking for repetition and confirmation, eg Δεν καταλαβαίνω / Δεν κατάλαβα. Μπορείτε να το

πείτε πάλι; Μάλιστα, ορίστε.

– praising and complimenting, eg Μπράβο σου! Ωραία / Προσπάθησε πάλι!

– responding with appropriate body language to frequently ask questions or make comments,

eg Ναι / όχι. Ναι, μ’ αρέσει. Δε μ’ αρέσει, understanding that lifting the head means ‘no’ and is

used only in informal situations

• participate in activities with teacher support that involve following instructions and interacting with

peers, for example: (ACLMGC121, ACLMGC122)

– responding to teacher instructions and participating in classroom routines, such as marking

the roll, naming the months and days of the week, or describing the weather, eg Πού είναι το

μολύβι; Εδώ. Τι μέρα έχουμε σήμερα; Σήμερα είναι Δευτέρα. Τι μήνας είναι; Είναι Απρίλιος. Τι

ημερομηνία έχουμε σήμερα; Έχουμε 10 Απριλίου. Πώς είναι ο καιρός σήμερα; Κάνει κρύο.

Βρέχει. Δε βρέχει. Ούτε κρύο, ούτε ζέστη.

– following instructions on a dice or a board game, eg Κάνε 3 βήματα πίσω.

– preparing, rehearsing and performing an item for an audience, eg a school assembly, another

class or parents

– following simple procedures and using modelled language for shared activities, such as

making a simple dish or following instructions in an art activity, eg κουλουράκια, λουκουμάδες,

ελληνική σαλάτα

– watching an instructional video clip to create a drawing or artwork, eg Σχεδιάζω μια σκηνή

από τους άθλους του Ηρακλή πάνω σε ένα αγγείο.

Stage 2


– requesting items, eg Μπορώ να έχω ένα μολύβι; Μπορώ να έχω το βιβλίο;

– asking for permission and requesting help using set phrases, eg Θέλω βοήθεια. Δεν

καταλαβαίνω, μπορείτε να με βοηθήσετε;

– participating in a pair/group language activity, singing game or number game, eg Bingo

– participating with peers in a real or virtual transaction, eg choosing a present for a friend,

shopping for food for a Greek meal

– asking how to say or write a word or expression, eg Πώς το λένε; Πώς θα το πω;


Students:

• interact with teacher and peers to share information, experiences and feelings, for example:

– participating in shared blogs, exchanging information with students from a buddy school, eg

στο σχολειο μου έχουμε/υπάρχουν...τα παιδιά έχουν...

– sharing information about the features of Greece, eg Η Ελλάδα έχει πολλά βουνά αλλά και

πάρα πολλά νησιά.

– sharing pictures and experiences relating to an actual or virtual trip to Greece, eg pictures of

food, houses and places of interest

– sharing pictures and experiences relating to an actual or virtual trip to a holiday destination in

Australia, eg pictures of fauna and flora, places of interest

– discussing weekend/holiday activities and shared experiences, eg Πήγα για ψώνια το

Σάββατο.

– connecting with, and reacting to peer responses, recognising different perspectives, eg Είναι

αλήθεια, επειδή ...

• participate in classroom activities and collaborative tasks that involve planning or simple

transactions, for example:

– asking how to say or write a word, eg Πώς να πω… στα Ελληνικά; Πώς γράφεις...στα

Ελληνικά;

– following a procedure or instructions together, eg a Greek recipe, or making a model of a

Greek windmill, an ancient Greek temple or theatre

– working collaboratively to plan a visit to the local shops to buy ingredients for making

kourabiethes, or participating in ordering food at a local Greek restaurant, eg Εγώ θα πάρω

ένα σουβλάκι κοτόπουλο με όλα. Εσύ τι θα πάρεις;

– following instructions for an art activity, eg making a Karagiozis figure or the mask of

Agamemnon

– working collaboratively to create a treasure hunt, describing particular locations around the

school, eg Θα πάτε στο μέρος που είναι ο ευκάλυπτος. Κοιτάξετε / Κοιτάξτε κάτω από το

δέντρο με τα κόκκινα λουλούδια.

Stage 2


Communicating


Outcomes

A student:

› locates and classifies information in texts LMG2-2C

› responds to texts in a variety of ways LMG2-3C

Content

Students:

• obtain specific information from texts, for example: (ACLMGC123)

– viewing, listening to or reading simple texts to locate key points of information, cognates and

known phrases

– surveying classmates about likes, interests, routines and activities and communicating

findings using charts, tables, graphs or spreadsheet program, eg Σου αρέσει ο χορός; Μου

αρέσει/Δε μου αρέσει. Τι σου αρέσει να βλέπεις στην τηλεόραση; Τι ώρα πας στο σχολείο;

– reading profiles and other information in print and digital form about children in different

cultural contexts, eg children on Dharug, Wiradjuri, Paakantji or Gumbaynggirr Country, in

Greece and in Cyprus

– ordering and categorising information, eg Υγιεινές τροφές και ανθυγιεινές τροφές.

– gathering information that is of interest to the class, such as characteristics of a person,

dates, times and locations of events, eg Στις είκοσι πέντε Μαρτίου/Την εικοστή πέμπτη

Μαρτίου. Είναι εννέα χρονών. Μένω στην Αθήνα.

• respond to texts using graphic, visual and digital supports, in English or Modern Greek, using

simple statements, for example: (ACLMGC124, ACLMGC125)

– communicating the findings of surveys using picture or column graphs about families, pets,

likes and dislikes, sports or other activities

– responding to different types of children’s texts and videos about Greek mythology in a variety

of ways, eg Ο θεός Άρης και ο υπηρέτης του

– reading texts and selecting simple descriptive modelled statements to answer questions or to

use as captions for their drawings, eg Οι Δώδεκα Άθλοι του Ηρακλή or Ο Δαίδαλος και ο

Ίκαρος Ο Ηρακλής διάλεξε το δρόμο της αρετής. Ο Ίκαρος ήταν ανυπάκουος.

– sharing feelings and ideas about texts, eg Μου αρέσει γιατί… Δε μου αρέσει γιατί ...

– making connections between their own experiences and those of characters encountered in

stories or images, eg comparing characters’ and their own lifestyle

– animating characters from texts by using movement and or/drama to give expression to

events, eg acting out scenes from a story using puppets, taking the role of a character

Stage 2



Students:

• locate and organise information from spoken, written, digital and visual texts, for example:

– shopping in a real or simulated situation by using resources such as online supermarket

catalogues

– using a timeline to sequence elements from a report about an event, eg a festival or family

celebration

– sequencing elements of cartoons or simple narratives, eg by creating a storyboard using

pictures and captions

– recognising character traits or behaviours in texts, eg children’s stories that reflect Greek

culture and traditions, eg Ο Μέγας Αλέξανδρος και η Γοργόνα. Οι Δώδεκα Μήνες.

– reordering and annotating a visual representation of a process, eg following a recipe or

conducting an investigation

– locating familiar words in Modern Greek by categorising information by type, shape, function,

colour and target audience from authentic print or digital texts, eg advertisements, catalogues,

menus or packaging

• respond in English or Modern Greek to texts, using spoken, written and digital modes, and

models, for example:

– recognising and responding to elements of humour and drama, use of sound effects, or facial

expressions of characters and events depicted in texts, eg Η ιστορία είναι αστεία γιατί… Η

ιστορία είναι για έναν / μία / ένα ...Το τραγούδι μιλάει/λέει για…

– modifying a text to reflect a different setting, eg a modern version of a traditional story

– responding to a Modern Greek version of a familiar children’s story or folktale and re-enacting

the plot using puppets, props or actions

– illustrating key ideas about Greek culture by selecting images and texts from magazines,

newspapers and brochures

Stage 2


Communicating

Composing

Outcome

A student:

› composes texts in Modern Greek using modelled language LMG2-4C

Content

Students:

• compose simple texts using familiar words, formulaic expressions and modelled language, for


– creating simple texts describing themselves, their interests, friends or family, using software,

web-based systems or objects

– creating a spoken, written or digital text to provide information about people, pets and

animals, eg Αυτός έχει μαύρα μάτια. Είναι φαρμακοποιός. Μένει στη Λευκωσία. Αυτή έχει

μακριά σγουρά μαλλιά. Είναι νοσοκόμα. Μένει στη Θεσσαλονίκη. Αυτό είναι ένα σκυλάκι. Μου

αρέσει γιατί με αγαπά.

– creating a poster about a special event to inform others, eg Η γιορτή του σχολείου. Η 25η

Μαρτίου, οι Αποκριές.

– giving a short presentation on a topic, eg holidays, favourite computer games, or favourite

playground, using a combination of language and images

– creating a greeting card, eg Αγαπημένε μου / Αγαπημένη μου ... Χαιρετίσματα από … Καλό

Πάσχα. Χρόνια Πολλά. Καλά Χριστούγεννα. Καλή Χρονιά.

– creating a game with instructions in Modern Greek

– providing directions to a particular place in the classroom, eg Κάνετε / Πηγαίνετε τέσσερα

βήματα αριστερά. Κάνετε / Πηγαίνετε οκτώ βήματα μπροστά. Κάνετε / Πηγαίνετε οκτώ βήματα

δεξιά.

– collaborating with peers to develop a skit, chant or song from a familiar text

– exchanging simple correspondence with friends in print or digital form, eg notes, invitations, or

messages

• create bilingual texts for the classroom, such as descriptions and signs, for example:

(ACLMGC128)

– creating simple activities that use repeated words or phrases in Modern Greek and English,

eg verbs, questions, words or months of the year

– creating a simple bilingual text for different purposes, eg school/classroom signs,

advertisements for a school event or a class/school display

– creating a digital picture dictionary of the landscape in the playground or items in the

classroom

– creating a bilingual resource for the classroom that displays class rules or values

– creating and performing bilingual versions of familiar songs that alternate between the two

languages, eg Χαρωπά τα δυο μου χέρια τα χτυπώ!

Stage 2



Students:

• compose texts using formulaic expressions, modelled language and visual supports, for example:

– composing and illustrating a simple narrative about a day in the life of an imaginary character,

incorporating language and images to achieve particular effects

– creating a new version of a well-known song by substituting the words, eg Όταν θα πάω κυρά

μου στο παζάρι could become Όταν θα πάω μαμά μου στο σχολείο θα μάθω…

– rewriting the ending of a familiar story

– creating a simple imaginative text using modelled language to share with younger learners of

Modern Greek

– composing and performing a text to animate characters by incorporating voice, rhythm and

gestures

• create bilingual texts such as signs or notices, digital picture dictionaries and word banks for the

classroom and school community, for example:

– producing a bilingual school map and bilingual signs

– making a list of Modern Greek idioms and their meanings to identify the difference between

direct translation and intended meaning

– composing a bilingual invitation for community members to attend a school event

– creating a personal bilingual dictionary that includes visual cues and other graphics

Stage 2


Understanding

Systems of language

Outcomes

A student:

› recognises pronunciation and intonation patterns of Modern Greek LMG2-5U

› demonstrates understanding of basic Modern Greek writing conventions LMG2-6U

› demonstrates understanding of elements of Modern Greek grammar in familiar language patterns

LMG2-7U

› demonstrates an awareness of how familiar texts are structured LMG2-8U

Content

Students:

• reproduce pronunciation and intonation and recognise sound–writing relationships, for example:

(ACLMGU131)

– using known sounds and contexts to spell new words

– recognising, learning and correctly spelling high-frequency words, eg η, ο, το, μου, έχω, είμαι,

είναι, θέλω, να

– applying appropriate punctuation rules such as a full stop, comma, exclamation and question

mark and capitalisation

– recognising the differences in pronunciation between English and Modern Greek versions of

loan words, eg η σοκολάτα/chocolate, ο καφές/coffee

• recognise and reproduce Greek letter clusters and letter combinations, for example:

(ACLMGU131)

– identifying and pronouncing the sounds of the Greek alphabet and the most common

digraphs and letter blends, eg ου, αι, ει, οι (double vowels), μπ, ντ, γγ, γκ, τσ, τζ (double

consonants), αυ, ευ (vowel combinations)

– practising letter clusters in common words or names, eg στρ, μπρ, ο Στράτος, το μπράτσο

• understand and identify elements of basic grammar and sentence structure, for example:

(ACLMGU132)

– learning to describe and explain features of Modern Greek using metalanguage, eg using the

terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, pronouns, conjunctions

– identifying the use of gender in Greek nouns, singular/plural, and articles, eg ο κήπος- οι

κήποι, η γάτα - οι γάτες, το ψάρι - τα ψάρια, το βιβλίο – τα βιβλία

– creating simple sentences in the subject–verb–object order and linking ideas using

conjunctions, eg Το βάζο έχει λουλούδια, Η Ευαγγελία βλέπει ένα σκύλο και ο Γιώργος βλέπει

μια γάτα. Ο ουρανός είναι γαλάζιος, αλλά τα σύννεφα είναι γκρίζα.

– observing basic grammar rules, eg Modern Greek adjectives, pronouns and articles must

have endings that agree in case, number and gender with the noun they describe

Stage 2


– using adjectives to describe characteristics or qualities such as nationality, shape and colour

of a person or object, and understanding that adjectives have gender, eg Τα τρία μικρά

γουρουνάκια, ο καλός, η καλή, το καλό, ο ψηλός, η ψηλή, το ψηλό, ο κόκκινος, η κόκκινη, το

κόκκινο

– using adverbs of place, eg έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα

– using the definite and indefinite articles and understanding how to specify a particular person

or object, eg Ο δάσκαλος, ένας δάσκαλος. Η μαμά, μια μαμά. Το παιδί, ένα παιδί.

– using personal pronouns in context, eg Ποιος το έκανε; Εγώ το έκανα!

– expressing negation, eg Θέλω / Δε θέλω

– using cardinal numbers to tell the time, dates and ages, eg Η ώρα είναι δύο, είναι πέντε

Ιουνίου, είναι είκοσι χρονών

– using ordinal numbers, eg πρώτος, δεύτερος, τρίτος…

– using adverbs and prepositions to indicate location or direction, eg Μέσα στο σπίτι, πάνω στο

τραπέζι. Ήρθε από την Ελλάδα.

– using possessive pronouns to express ownership, eg Το σπίτι μου, το σχολείο σου, το μολύβι

του

– using suffixes to add nuance, eg -άκι (το σπιτάκι, το γατάκι), -άκης (ο Γιωργάκης, ο

Μανωλάκης), -ούλης (ο πατερούλης, ο ομορφούλης) -ούλα (η λεξούλα, η αδελφούλα), - ίτσα

(η κουκλίτσα, η ωρίτσα, η Ελενίτσα)

• recognise that Modern Greek and English borrow words and expressions from each other and

other languages, for example: (ACLMGU135)

– creating a class resource of Modern Greek words that are used in English and other

languages, eg η Ευρώπη, η Ωκεανία, το θέμα, το ξυλόφωνο, ο κόσμος, το θέατρο

– comparing pronunciation of Modern Greek words that are used in English

– composing a chart of borrowed words from English that are used in Modern Greek, and from

Modern Greek used in English, eg χόμπι, μπάσκετ, τεχνολογίες, η Νίκη, το άρωμα, η ιδέα, η

ορχήστρα, το κομπιούτερ, η μαρμελάδα, το τούρμπο

• identify particular language features and textual conventions in familiar texts, for example:

(ACLMGU133)

– recognising features of familiar types of Modern Greek texts, eg picture books, digital books,

games, videos and/or songs

– recognising how ideas are sequenced in simple texts, eg πρώτα, μετά, τέλος

– recognising some commonalities between particular types of texts in Modern Greek and

English, eg greeting cards have a front cover with images or photographs specific to the

occasion, an opening and closing address, and a written message

– comparing features of different types of texts, eg dialogue, letter, email, message, story,

poem or nursery rhyme

– recognising differences between written and spoken texts, eg a birthday card and an email

message

Stage 2



Students:

• understand the intonation and phrasing patterns of spoken Modern Greek, for example:

– recognising the differences in intonation between statements, questions, exclamations and

commands, eg Είσαι Αυστραλός; Είσαι Αυστραλός! Είσαι Αυστραλός.

– recognising that an accent/stress mark may change the meaning of the word, eg Το

πορτοκάλι and το πορτοκαλί, ο γέρος and ο γερός, το κεφαλαίο and το κεφάλαιο, πότε and

ποτέ

• reproducing letter clusters and using accent marks appropriately, for example:

– using appropriate accent marks and diaeresis, eg Το Σύδνεϋ, τα παϊδάκια, Ο ΓΑΪΔΑΡΟΣ

– using keyboard skills to place accent marks and diaeresis when writing Modern Greek on a

digital device

• develop knowledge of grammatical elements to describe actions, people and objects, for

example:

– expressing frequency, eg συχνά, κάποτε, ποτέ, κάθε μέρα, μερικές φορές

– expressing preferences and reasons for preferences, eg προτιμώ / μου αρέσει ... επειδή

– creating paragraphs for a range of texts, including descriptions, cards, letters or emails

– using adjective combinations to describe people and objects, eg H αδελφή μου είναι μικρή και

όμορφη, αλλά είναι και άτακτη.

– using relative clauses to describe objects in detail, eg Σήμερα θα παίξουμε με την μπάλα που

έφερα.

– using conjunctions to link ideas, eg Θέλω να πάω στη θάλασσα επειδή μου αρέσει να

κολυμπώ. Πεινάω τόσο πολύ που θα φάω όλο το κοτόπουλο και τη σαλάτα.

– expressing that something must/should be done, eg Πρέπει να τελειώσω την εργασία μου.

– understanding and using the polite form, eg Πώς είστε κύριε; Τι κάνετε κυρία; Ποιο είναι το

όνομά της;

– expressing thoughts, eg Τι ωραία μέρα! Δε μου αρέσει γιατί…, Τι διασκεδαστικό! Πόσο

χαριτωμένη είναι αυτή η γάτα. Για μένα είναι άσχημη!

Stage 2


Understanding


Outcome

A student:

› recognises how terms and expressions reflect aspects of culture LMG2-9U

Content

Students:

• understand that Modern Greek changes according to the context of use and reflects different

relationships, for example: (ACLMGU134)

– noticing differences in the ways in which both Modern Greek and English speakers

communicate with different people, eg with young children, with unfamiliar adults or with

elderly people, eg Γεια σου, Γεωργία/Καλημέρα κυρία. Τι κάνεις;/Τι κάνετε; Να σας

συστήσω...Χαίρομαι!/Χάρηκα! Χαίρω πολύ! Κι εγώ το ίδιο!

– choosing appropriate formal and informal language for greetings, farewells and good wishes

in social interactions

– identifying the meaning of conventional expressions used socially in Modern Greek and the

different contexts in which they are used, eg Συγγνώμη, με συγχωρείτε / Εμπρός! Παρακαλώ;

Σας παρακαλώ, μου δίνετε…, μπορώ να έχω…, Ευχαριστώ πολύ! Σας ευχαριστώ! Καλή

όρεξη! Τα λέμε! Τα λέμε αύριο!

• make connections between cultural practices and language use, such as culture-specific terms

and expressions in Modern Greek or English, for example: (ACLMGU136)

– understanding that language carries information about the people who use it, and that

common expressions often reflect cultural values, eg the importance of respect for older

people is reflected in terms of address in Modern Greek

– identifying and understanding the use of culturally specific terms and phrases, eg ‘mate’ in

Australian English and ‘φίλε’, ‘θείε’, ‘θεία’ in Modern Greek, and ‘cuz’, ‘Aunty’ and ‘Uncle’ in

Aboriginal English

– recognising similarities and differences between the meaning of signs and symbols in

everyday life such as the use of letters of the Greek alphabet to denote which Year a child is

at school, eg Α’ τάξη, Β’ τάξη

– showing awareness that Modern Greek language carries cultural ideas that have no

equivalent in the English language and Australian culture, eg Πάσχα των Ελλήνων.

– making connections and comparisons between questions and responses among members of

the class, noting different perspectives

– observing the connection between some names, and regional and family connections, eg

generally surnames with an -άκης ending denote that the person’s family’s place of origin is

the island of Crete, or surnames with an -ίδης ending denote that the person’s family’s place

of origin is Pontus, or surnames with an -άτος ending denote that the person’s family’s place

of origin is the Ionian Islands region

Stage 2


• understand that ways of communicating and behaving reflect aspects of personal identity, for


– using ICT to create a personal profile to exchange with a potential Modern Greek friend

– reflecting on cultural differences between everyday life in Greece and Australia, eg typical

school day, sharing a meal and how their families celebrate Christmas or Easter

– discussing distinctive social and cultural practices such as celebrations, eg οι Αποκριές, η

Καθαρά Δευτέρα, η Πρωτομαγιά, ο Δεκαπενταύγουστος

– considering one’s own and others’ cultural assumptions about home

– describing being a member of different groups, eg a sports club, country or language-

speaking community

– expressing aspects of personal identity such as name, nationality, languages spoken,

interests, eg Είμαι Έλληνας. Μιλώ Αγγλικά και Ελληνικά. Μαθαίνω να παίζω κιθάρα. Μου

αρέσει να παίζω ποδόσφαιρο.


Students:

• reflect on their experiences when interacting in Modern Greek and English-speaking contexts,

identifying differences in language use and behaviours, for example:

– identifying and discussing phrases and expressions used only in Modern Greek or in English,

and analysing the cultural contexts in which they are used

– considering messages in Modern Greek children’s stories and making comparisons with own

experiences, eg Is that the same or different for me? What would I do or say in that particular

situation?

– observing language used across generations,and suggesting why these differences occur, eg

by recognising differences in words used by grandparents, parents and themselves

– considering their own perspective on personal experiences of Modern Greek language and

culture by asking questions, eg 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?

– considering their linguistic skills and cultural knowledge and understanding in Modern Greek

and English-speaking contexts, and how these contribute to their overall sense of identity

Stage 3


Content for Stage 3

Communicating

Interacting

Outcome

A student:

› uses Modern Greek to interact with others to exchange information and opinions, and to

participate in classroom activities LMG3-1C

Content

Students:

• initiate interactions and exchange information with teacher and peers, for example: (ACLMGC137)

– exchanging personal information about themselves and others, eg Είμαι από το

Νιούκαστλ/Μένω στο Νιούκαστλ. Πόσοι είσαστε/είστε στην οικογένειά σου; Είμαστε πέντε.

– initiating and finishing a conversation in a formal and informal setting, eg Γεια σου/Γεια σας,

Καλημέρα. Με λένε Βασιλική/Το όνομά μου είναι Βασιλική. Πώς σε λένε;/Ποιο είναι το όνομά

σου; Από πού είσαι; Θα βρεθούμε πάλι/Θα ξαναβρεθούμε/Τα λέμε/Γεια χαρά. Γεια σου,

Χρήστο. Γεια σας, κύριε Γεωργίου. Στην αγαπημένη μου οικογένεια, Με σεβασμό, Με πολλή

αγάπη, Φιλάκια, Σε φιλώ, Σας φιλώ, Χαιρετίσματα, Με πολλούς χαιρετισμούς…

– asking about personal preferences, eg Ποιο σπορ προτιμάς; Σου αρέσει η ελληνική λαϊκή

μουσική; Δε μου αρέσει ο λληνικός καφές/Μου αρέσει η λεμονάδα.

– contributing ideas, opinions and feelings in interactions by acknowledging, replying, agreeing

and disagreeing and concluding in a respectful way, eg Μάλιστα, συμφωνώ. Ακριβώς! Κι εσύ;

Ναι, εντάξει! Όχι, δεν πειράζει! Γιατί; Δε μου αρέσει το κοτόπουλο! Δε μου αρέσει καθόλου! Θα

τα ξαναπούμε!

– sharing information about someone’s physical state, eg Είναι κουρασμένη/άρρωστη. Πονάει

το κεφάλι της.

– providing options and choices, or accepting or declining invitations, eg Θέλεις να έρθεις στο

πάρτι της Χαράς; Ναι, θα χαρώ. Όχι, δεν μπορώ. Συγγνώμη. Λυπάμαι. Μια άλλη φορά!

– inviting, congratulating or thanking someone using digital or conventional means, eg Γεια σου,

Χάρη, σε προσκαλώ στο πάρτι μου. Με πολλές ευχές για χαρούμενα γενέθλια. Σε ευχαριστώ

για το ωραίο δώρο σου./Σας ευχαριστώ για το ωραίο δώρο σας.

• participate in a group activity or shared event, for example: (ACLMGC138, ACLMGC139)

– making a poster, picture cards or flashcards for younger students to learn and practise

speaking Modern Greek, eg Εδώ μόνο ανακύκλωση συσκευασιών, Όχι στο σχολικό

εκφοβισμό! Εκδρομή στην Ελλάδα. Τα χόμπι των παιδιών.

– participating in a digital or traditional game, song, dance, artform or cooking activity, eg

παιχνίδι μνήμης, χορός συρτάκι, μάσκα για τις απόκριες, ελληνικό πανηγύρι.

– creating a skit, performance or play to introduce aspects of Modern Greek language and

culture to younger students learning Modern Greek, eg a Karagiozis performance at an

assembly, a performance during International Day or Education Week activities

Stage 3


– participating in a class discussion on a theme, activity or experience, eg Νομίζω/ Κατά τη

γνώμη μου τα παιδιά χόρεψαν πολύ ωραία. Τα τραγούδια της… είναι υπέροχα.

– exchanging information with a peer to organise where and when a meeting will take place, eg

Τι ώρα θα βρεθούμε; Πού θα βρεθούμε; Είναι κοντά/μακριά.

– developing interview questions to ask a Greek-speaking guest, eg Από πού κατάγεστε; Ποια

βιβλία σας αρέσουν;


Students:

• initiate interactions with adults and peers to exchange information, ideas and opinions, for

example:

– taking on roles and responsibilities in the classroom, such as leading the class in routines,

writing important class announcements and reminders on the board, using expressions, eg

Παρακαλώ, καθίστε. Σηκωθείτε από τις θέσεις σας. Κάποιος να κλείσει την πόρτα, παρακαλώ.

– engaging others in conversation and inviting responses on an issue, eg favourite sporting

teams or players, favourite pop groups, books or films

– interacting with others to exchange personal information, opinions or feelings using a variety

of modes of communication, eg emails or other technology

– participating in a class discussion, presenting opinions and personal experiences about

aspects of their lives, eg family origins and being a member of the Greek community in

Australia

• collaborate with peers in group activities and shared experiences to make choices and

arrangements, organise events and complete transactions, for example:

– planning and organising a performance item for the school assembly by contributing language

and cultural knowledge

– sending an invitation to a family member to share knowledge and promote Greek culture, eg

Έλα να δεις πώς ένας ζαχαροπλάστης φτιάχνει τσουρέκι or φλαούνα. Ελάτε να δείτε τον

παππού που παράγει ελαιόλαδο or Έλα να δεις έναθείο μουμε ταλέντο στο μπουζούκι/στους

ελληνικούς χορούς

– collaborating to decide on a menu for a class lunch, eg Πόσο στοιχίζει / κοστίζει / κάνει;

– participating in activities advertised through the media, such as Greek radio or television, eg

film competitions, art competitions or locally organised events

– creating timelines, schedules or programs for an event

– preparing an invitation for visitors to a school event

– recounting own experiences orally or in writing including the use of adjectives and emotions,

eg Η καλύτερή μου φίλη με διασκεδάζει γιατί είναι αστεία και κοινωνική.

Stage 3


Communicating


Outcomes

A student:

› obtains and processes information in texts, using contextual and other clues LMG3-2C

› responds to texts using different formats LMG3-3C

Content

Students:

• obtain and organise specific information from texts, for example: (ACLMGC140)

– identifying and recording known words and expressions in video clips of social interactions,

eg exchanges between teacher and students, or customers and shop assistants

– following a procedure of how something is done, eg following a recipe or set of instructions

– summarising key points from a fictional text using visual cues

– gathering information from a range of texts, eg signs, instructions, directions, web articles,

diagrams, advertisements

– responding to a documentary about Australian/Greek/Cypriot cities

– using a variety of texts to share information about a significant person, place or event, eg an

advertisement or poster for an event, a profile of a Greek-speaking celebrity/sports star

• respond in English or Modern Greek to texts, using a range of formats, for example:

(ACLMGC142)

– responding to an email from a new friend in Modern Greek

– responding to a simple spoken, written or digital text and making comparisons to their own

feelings and life experiences, eg discussing celebrations

– presenting the findings from a class survey about children’s lifestyles in Greece and/or

Cyprus, using tables, graphs or digital presentations, eg Το σχολείο, τα χόμπι, το φαγητό, μια

συνηθισμένη μέρα

– recognising similarities and differences expressed in stories and song lyrics by comparing

cultural concepts and messages, eg Την Κυριακή συνήθως η ελληνική οικογένεια τρώει μαζί

στο οικογενειακό τραπέζι. Οι διαφορές ανάμεσα στην Ελλάδα, Κύπρο και Αυστραλία. Τα

σπορ. Οι διακοπές…

– using a range of sources to research and share ideas on a topic such as leisure, food, history,

mythology, environment, geographical features of Greece, Cyprus and Australia, eg

magazine articles, books and websites

Stage 3



Students:

• locate and classify information from a range of spoken, written, digital and visual texts, for

example:

– investigating aspects of life in Greek-speaking communities overseas, eg web-chatting with

relatives overseas to find out more about their family origins, history or circumstances

– conducting interviews with family members or friends to collect stories of migration to

Australia, identifying words and expressions that reflect important values and feelings, eg

ξενιτιά, πατρίδα, νοσταλγία, δυσκολίες.

– reading children’s literature, including fables and traditional stories, and exploring ideas,

values and morals, eg Ο Ήλιος και ο Άνεμος, Ο Ψεύτης Βοσκός

– extracting key points from texts on topics, such as healthy eating, school lunches, school or

home routines from magazines, school newsletters or digital texts

– noting key information from a demonstrated procedure, eg a cookery demonstration

– gathering and comparing information related to personal and social worlds, eg how to balance

school work, hobbies and time with friends from a range of print and digital texts

– comparing and contrasting different perspectives on a variety of issues, eg how children in

Greece and/or Cyprus describe their school experience

– researching and presenting information on a topic in a table, chart or concept map, eg the

geography of Greece or Cyprus

• respond in English or Modern Greek to ideas and information, using a range of formats for

different audiences, for example:

– responding to spoken, written or digital narratives, that evoke positive or negative emotions,

using appropriate language and by connecting these with their own experiences, eg Ο Δάμων

και ο Φιντίας, Η Γοργόνα

– retelling and explaining aspects of a Modern Greek story or text to an English-speaking

audience

– giving a presentation on a researched topic of interest for a group of Greek parents, eg

endangered animals in Australia or famous Australian and/or Greek bands

– researching the cultures of Modern Greek-speaking and other communities, including

Aboriginal and Torres Strait Islander communities and presenting findings in a class display,

eg celebrations, family, community and the environment

– discussing and sharing key messages and cultural elements in creative texts, eg the moral of

a story/fable, an idea or value in a song, or a quality of a character

Stage 3


Communicating

Composing

Outcome

A student:

› composes texts in Modern Greek using a series of sentences LMG3-4C

Content

Students:

• compose informative and imaginative texts, using scaffolded models, for different purposes and

audiences, for example: (ACLMGC141, ACLMGC143)

– designing and presenting an advertisement for a new or existing technology product, eg

Μια εφαρμογή για την διδασκαλία της ελληνικής γλώσσας, για ένα παιχνίδι, για ένα κινητό

τηλέφωνο

– creating a video, digital story, multimedia text or traditional graphic text to present ideas and

information to others, providing captions for images and labelling maps, eg Στο σχολείο. Μια

επίσκεψη στην Αθήνα/Λευκωσία/Σύδνεϋ.

– creating a presentation on a familiar, factual topic, incorporating material from print and

multimedia texts and class discussions, such as a summary of a series of questions, eg

Ποιος…; Πού…; Πότε…; Γιατί…; Ο Ιάσονας και το Χρυσόμαλλο Δέρας.

– designing a menu using desktop publishing, word processing, or graphics software, eg Το

γεύμα για τη Γιορτή της Μητέρας – τα ορεκτικά / πρώτο πιάτο, το κύριο / κυρίως πιάτο, το

γλυκό/επιδόρπιο

– creating a greeting card or an invitation, using desktop publishing, word processing, or

graphics software, eg Αγαπημένε/η Γιάννη / α, σε προσκαλώ στο πάρτι μου το Σάββατο 22

Ιουλίου…στη διεύθυνση …Χρόνια Πολλά! Πολλές ευχές για τη γιορτή σου!

– composing a procedural text using models, eg Μια συνταγή για το μεσημεριανό. Πώς παίζεται

το σκάκι;

– composing, performing and filming, if appropriate, a short play, role-play, skit, song or rap, eg

Στο εστιατόριο. Τηλεφώνημα από ένα φίλο. Συνάντηση στα μαγαζιά

– composing an original story using images, cartoons, key sentences and word banks as

source material

– creating an alternative ending to a well-known story, eg Οι περιπέτειες του Οδυσσέα, Ο

Τρωικός Πόλεμος

• create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the

school community, for example: (ACLMGC145)

– creating bilingual texts for the classroom or school community, eg invitations to attend class

or school assembly performances

– creating posters advertising a significant school event, in Modern Greek and English, eg Η

Ημέρα Αρμονίας, Οι Ολυμπιακοί Αγώνες

– creating a game with instructions in English and Modern Greek for younger Modern Greek

learners

– creating a bilingual learning resource, using print or digital media, eg word banks, sight words,

images with captions

Stage 3



Students:

• compose informative and imaginative texts for a variety of purposes and audiences, for example:

– recording the results of a scientific investigation in Modern Greek, eg Διαπιστώνουμε ότι το

νερό σε υγρή μορφή εξατμίζεται στους 100 βαθμούς Κελσίου.

– composing a monthly article or report on class activities and excursions for a Modern Greek

language class/school newsletter

– composing a review of a film/sporting/cultural event for an online magazine

– composing the profile of a Greek/Cypriot or Australian historical figure

– creating a blog, to be shared with the class and buddy school

– creating a digital presentation with accompanying narration about a trip to Greece/Cyprus,

incorporating photographs and videos

– collaborating to create a performance to engage with classic stories from Greece/Cyprus

– designing and creating a presentation, with narration for peers, eg Ένα ταξίδι στην

Ελλάδα/Κύπρο. Ελληνικές γιορτές και έθιμα.

– composing a story about an imagined encounter with a famous person or an imaginary

experience, eg getting lost in Athens/Thessaloniki/Nicosia, attending an ancient Spartan

school, participating in elections in ancient Athens

• create bilingual texts and resources for their own language learning and the school community,

for example:

– creating bilingual learning resources, eg word banks or glossaries of Modern Greek and

English expressions used in formal and informal everyday interactions

– producing a bilingual version of the school canteen menu

– creating bilingual games for younger students, eg ‘Snakes and Ladders’, ‘Who am I?’

– translating a Modern Greek text into English and explaining the difficulties experienced in

conveying the meaning of certain words, expressions or concepts to the class, eg Για ψύλλου

πήδημα. Βγήκαμε έξω και τα σπάσαμε.’

– creating bilingual texts such as invitations, newsletters, cartoons or menus, providing Modern

Greek translations for key words, expressions and items of interest

Stage 3


Understanding

Systems of language

Outcomes

A student:

› applies key features of Modern Greek pronunciation and intonation LMG3-5U

› applies basic Modern Greek writing conventions LMG3-6U

› demonstrates understanding of Modern Greek grammatical structures LMG3-7U

› recognises how texts and language use vary according to context and purpose LMG3-8U

Content

Students:

• reproduce pronunciation, intonation and stress, recognising the relationship between sounds,

words and meaning, for example: (ACLMGU148)

– pronouncing double consonants, eg ο Αχιλλέας, η θάλασσα, το Σάββατο

– pronouncing triple consonants, eg ο σκλάβος, η Πέμπτη, η εκδρομή, το άσπρο

– applying and using accent marks on all words which have more than one syllable and on a

few monosyllabic words, eg πού; πώς; ή

– applying phonic and grammatical knowledge to spell unfamiliar words

– applying punctuation marks in writing, eg full stops, commas, exclamation marks,

apostrophes, speech marks and question marks

• identify and reproduce letter clusters, digraphs and diphthongs, for example: (ACLMGU148)

– reading texts and highlighting digraphs/diphthongs, such as ου, μπ, ντ, αι, ει, οι, eg Θα

ντυθούμε μασκαράδες. Οι πιο καλοντυμένοι θα πάρουν βραβείο.

• recognise the systematic nature of Modern Greek grammar rules, for example: (ACLMGU149)

– describing present, past and future actions, situations and events using familiar verbs, eg

Παίζω στο σχολείο. Θα διαβάσω αύριο. Κάνει ζέστη σήμερα. Χθες ήταν Κυριακή, αύριο θα

είναι Τρίτη

– using some irregular verbs to present situations and events in the past tense, eg Τρώω το

φαγητό. Έφαγα το φαγητό, λέω-είπα, παίρνω-πήρα, βλέπω-είδα, μπαίνω-μπήκα, βάζω-έβαλα

– recognising the imperative as a formulaic expression, eg Έλα! Πάρε! Δώσε! Επανάλαβε!

Δοκίμασε! Ξαναδοκίμασε!

– expressing positive and negative preferences using adverbs to intensify the meaning, eg Μου

αρέσει πολύ η μπουγάτσα. Δε μου αρέσει και τόσο πολύ να κάνω ποδήλατο

– asking questions and making requests using correct word order, eg Θέλεις γλυκό ή παγωτό;

Προτιμώ να πάρω παγωτό, παρακαλώ.

– recognising the spelling of verbs in the first person ending in –ω; verbs in third person ending

in -ει;

– recognising the spelling of the most common noun and adjective endings, -ος, -ας, -ης, -οι, -η,

-α, -ες, -ι, -ο, -α; plural articles οι, τα, eg, ο άντρας, οι άντρες, η ντομάτα, οι ντομάτες, το παιδί,

τα παιδιά, καλός, καλή, καλό

– using numbers in different contexts, such as telling the time, stating dates, or in simple

descriptions, eg Είναι τέσσερις το απόγευμα. Τα γενέθλιά μου είναι στις 5 Μαρτίου. Δύο κιλά

φασολάκια, παρακαλώ.

Stage 3


– using simple conjunctions και, αλλά, γιατί to create sentences, when describing self, family,

friends, hobbies, eg Παίζω βιολί αλλά μου αρέσει και το φλάουτο

– expanding vocabulary by recognising and using common everyday nouns

– understanding different question words and phrases, eg Με ποιο τρόπο…; Μήπως θα…;

– developing metalanguage to describe linguistic patterns, grammatical rules and variations in

language structures

• recognise that the Modern Greek language is both influenced and in turn influences other

languages and cultures, for example: (ACLMGU152)

– creating a glossary of Modern Greek words specific to certain areas reflecting the influence of

Modern Greek language and culture on other languages

– recognising Greek morphemes (prefixes, suffixes and base words) in English to help work out

meanings of unknown words, eg anti-, astro-, auto-, bio-, deca-, demo-, geo-, -graph-, hyper-,

hypo-, octo-, -ology, phil-, -phobia, photo-, -scope, tech-, -therm

– identifying familiar words in Modern Greek and recognising their English equivalents, eg το

τηλέφωνο, η φωτογραφία, ο παιδίατρος, το δράμα, η ιδέα, το θέατρο, το δίλημμα

– understanding that words derived from Ancient Greek are still being used today to create new

words such as names of new technological/scientific discoveries, eg disc, macro, mega,

metro, micro, mono, paedia, poly

– using knowledge of familiar patterns and structures to decode and interpret meaning, eg the

Modern Greek prefix ‘a-’ in words can create the opposite meaning (ψητό-άψητο,

symmetrical-asymmetrical)

– understanding that some English words are used in Modern Greek to convey the same

meaning, but Modern Greek equivalents to these terms often also exist, eg το κομπιούτερ – ο

υπολογιστής, το ίντερνετ – το διαδίκτυο, το μπάσκετ – η καλαθοσφαίριση

– understanding that all languages change, that some are constantly growing and expanding

while others are being revitalised, eg many international Indigenous languages, Aboriginal

languages and Torres Strait Islander languages

• identify how the features of text organisation vary according to purpose and audience, for

example: (ACLMGU150)

– identifying the purpose, context and audience of a range of familiar texts, eg, fairy tales,

myths and legends, sports reports, recipes, takeaway food orders

– reading, viewing or listening to different texts with a common topic, eg comparing a print, TV

and internet announcement for the same event

– understanding the significance of key features of different types of text, eg Δέκα μήλα, 250 γρ

ταραμά, Πόσο κάνει ένα σουβλάκι πίτα με τζατζίκι παρακαλώ;

– understanding the significance of features of different text types such as greetings and

farewells in emails, letters or phone conversations, eg Αγαπητέ/ή/ό μου ... Τα λέμε. Φιλάκια.

Εμπρός, ποιος μιλά παρακαλώ; Γεια σας

– recognising differences between spoken and written texts, noting that some types of text such

as emails or text messages combine elements of each

– recognising differences in interaction styles in familiar Greek and Australian contexts, eg

interactions in classroom or shops

Stage 3



Students:

• apply the Modern Greek sound system, including variations in tone, stress and phrasing, for

example:

– understanding how to make appropriate pauses in a sentence, by dividing the sentence into

cohesive chunks, eg when reading books aloud to the class

• extending knowledge of the Greek alphabet and experimenting with spelling, for example:

– experimenting with spelling simple words, such as the spelling of verbs in the first person

ending in ω,verbs in the third person ending in ει, the most common noun and adjective

endings, eg ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, eg θέλω, θέλει, ο άντρας, οι

άντρες, η ντομάτα, οι ντομάτες, το παιδί, τα παιδιά, καλός, καλή, καλό

– applying phonic and grammatical knowledge to spell and write unfamiliar words

• understand and use basic structures and features of Modern Greek grammar to elaborate on

meaning, for example:

– further developing metalanguage to describe and apply grammatical concepts and language

elements, and to organise learning resources, eg different verb tenses, use of singular and

plural nouns and adjectives, use of pronouns and prepositions, verb charts

– explaining the function of words and structures, eg Χθες πήγαμε στη θάλασσα. Όταν ήμουν

μικρό παιδί δεν ήξερα να κολυμπώ. Τι θα φάτε απόψε; Τίποτα το ιδιαίτερο. Οι δυο μεγαλύτεροι

αδελφοί μου δεν μένουν μαζί μας.

– understanding how to use quantities and classifiers, eg Είναι πολλοί Έλληνες που μιλούν

Αγγλικά και Γαλλικά. Πριν από λίγες μέρες πήγα στο γιατρό. Μερικοί μαθητές θα πάνε στην

Ελλάδα. Για πόσο καιρό θα δουλεύεις; Αυτό το κίτρινο μολύβι είναι δικό μου.

– expanding on ideas using justification words, eg Δεν μου αρέσει αυτό το πρόγραμμα γιατί έχει

πολλή βία

– requesting to do something or not, eg Κυρία, μπορώ να πάω στην τουαλέτα; Συγγνώμη, σας

παρακαλώ.

– making decisions, eg Αποφάσισα να αλλάξω τα παπούτσια, διάλεξα το όνομα για το σκύλο

μου

– linking ideas using conjunctions, eg και, αλλά, ή, τότε, δηλαδή, επίσης, πρώτα–πρώτα, μετά,

δηλαδή, στο τέλος

– describing using clauses, eg Το παιχνίδι που αγόρασα χθες είναι χαλασμένο.

– expressing what you want to do, eg Θα ήθελα/Θα ’θελα να πάω στα Ιωάννινα.

– asking for and giving permission, eg Επιτρέπεται να φάω στην τάξη; Μπορώ να ανοίξω το

παράθυρο; Ναι, παρακαλώ. Βέβαια, επιτρέπεται.

Stage 3


Understanding


Outcome

A student:

› makes connections between cultural practices and language use LMG3-9U

Content

Students:

• understand that Modern Greek changes according to the context of use and reflects different

relationships, for example: (ACLMGU151)

– recognising differences in formality according to context, purpose and audience, eg speaking

or writing to friends/family, Γεια σου, Ευαγγελία, τι κάνεις; speaking or writing to formal

audience, Καλημέρα, κυρία Αγγελοπούλου, πώς είστε;

– observing how language use reflects relationships and respect, such as expressing familiarity

with friends by using first names or showing respect for authority figures, eg Κύριε, Κυρία,

Κύριε Καθηγητά

– recognising similarities and differences in interaction styles and ways of communicating

across cultures, eg shaking hands, kissing on both cheeks, depending on familiarity

– developing an awareness of the different dialects in spoken Modern Greek used in Modern

Greek-speaking communities in Greece and the diaspora, compared with the varieties of

English in different countries, including Aboriginal English

• understand that language use is shaped by the values and beliefs of a community, for example:

(ACLMGU153)

– understanding the use of formulaic expressions, eg those exchanged before and after meals

or when giving or receiving gifts, Καλή όρεξη! Επίσης, ευχαριστώ, παρακαλώ

– reflecting on how different languages and cultures influence ways of communicating about or

relating to social and physical environments, eg Aboriginal and Torres Strait Islander

practices and protocols in relation to family and kinship

– discussing the meaning of ‘culture’, how it involves visible and invisible cultural elements, eg

language, symbols, food, national costumes and dancing, and values and beliefs, comparing

these elements to other cultures in the Asia region

– discussing the local linguistic landscape, such as the founding presence of Aboriginal

languages/dialects and their association with Country, eg ‘language belongs to the land’,

concept of ‘on-Country’ and ‘off-Country’

• describe aspects of own identity and reflect on differences between Modern Greek and own

language and culture, considering how this affects intercultural communication, for example:

(ACLMGC146, ACLMGC147)

– recognising ways in which Greek behaviour reflects values, traditions and culture, eg family

relationships, religious customs and traditions

– preparing a class profile to exchange online with students in Greece or Cyprus, showing

language backgrounds and interests represented in the class

Stage 3


– connecting various experiences of learning Modern Greek and describing how it has

influenced behaviour and language use, eg using Modern Greek outside the classroom, going

to dinner at a Greek restaurant or a trip to Greece or Cyprus and being able to read some of

the signs and menus

– exploring the idea of stereotypes associated with languages and identities, and discussing

how stereotypes affect attitudes and communication

– comparing and contrasting their home life with other students in the class


Students:

• reflect on their experiences in Modern Greek and English-speaking contexts, discussing

adjustments made when moving from English to Modern Greek and vice versa, for example:

– identifying cultural images and language used in Modern Greek and and comparing them to

those in Australian print and media advertising and tourist brochures, considering how and

why they are used and what message they convey

– connecting various experiences and reflecting how each person is perceived, eg Είμαι

περήφανη γιατί…Οι Έλληνες στην Αυστραλία αγαπούν και την Αυστραλία και την Ελλάδα. Η

γιαγιά μου είναι χαρούμενη όταν βλέπει τα εγγόνια της.

– discussing ways they communicate with Modern Greek speakers, eg making appropriate eye

contact, allowing personal space, and making language choices to show respect to elderly

people, parents and teachers

– considering whether learning and using Modern Greek affects their identity or influences their

behaviour out of the classroom

Stage 4


Content for Stage 4

Communicating

Interacting

Outcome

A student:

› uses Modern Greek to interact with others to exchange information, ideas and opinions, and

make plans LMG4-1C

Related Life Skills outcome: LMGLS-1C

Content

Students:

• interact with peers and known adults on topics of interest, for example: (ACLMGC001,

ACLMGC003)

– exchanging personal details with real or imaginary visiting students from Greece/Cyprus or a

buddy school, eg name, age, birthday, phone number, email address, family members

– exchanging greetings with different people in different contexts, eg Καλημέρα, Κυρία Μακρή.

Τι κάνετε; Γεια σου, Πέτρο. Τι κάνεις; Έτσι κι έτσι. Γεια σας, Κυρία Μακρή.

– interacting in class routines by responding to requests, instructions and asking for permission,

eg Καλημέρα παιδιά. Καθίστε! Ησυχία παρακαλώ! Συγνώμη κυρία, μπορώ να πάω στην

τουαλέτα, παρακαλώ;

– expressing ideas about people and interests, eg Μου αρέσει το σινεμά. Εσένα, σου αρέσει; Δε

μ’ αρέσουν τα σπορ.

– making polite requests, including for assistance and permission, eg Μπορείς σε παρακαλώ;

Μπορώ σε παρακαλώ να ...;

– ordering a meal at a restaurant and displaying appropriate etiquette, eg Μπορώ να έχω τον

κατάλογο, παρακαλώ; Καλή όρεξη!

– exchanging information with peers about family and friends, eg Έχω τρεις όμορφες αδελφές.

Ο φίλος μου, ο Γιάννης, είναι ψηλός και αδύνατος. Πόσα αδέλφια έχεις;

– using appropriate forms of address to express and receive thanks and good wishes, and to

apologise, eg Σας ευχαριστώ πάρα πολύ ..., Σας ζητώ συγνώμη.

– exchanging opinions on favourite food and drinks, hobbies and daily routines, eg Ποιο φαγητό

σου αρέσει; Ποιο είναι το αγαπημένο σου φαγητό; Τι χόμπι έχεις;

– participating in transactions in authentic, simulated or online situations, such as purchasing

goods or services, eg Θα ήθελα το κόκκινο φόρεμα. Πόσο κάνει;

Stage 4


• engage in collaborative activities that involve planning and making arrangements, for example:

(ACLMGC002)

– participating in class activities, eg word, board or electronic games, using set phrases in

Modern Greek

– exchanging details about an event, such as time, day, place, activity and participants, eg Τι

ώρα αρχίζει το ελληνικό φεστιβάλ αύριο; Πού είναι; Θα πας; Θέλεις να πάμε παρέα; Θέλετε να

πάμε παρέα;

– participating in real or imaginary situations such as shopping or ordering in a restaurant, eg

Πόσο κάνει; Σας αρέσει; Έναν καφέ παρακαλώ. Μία ελληνική σαλάτα παρακαλώ.

– issuing, accepting and declining invitations, adjusting language to suit formal or informal

contexts, eg Μαρία, θέλεις να παίξουμε τένις αύριο το απόγευμα; Συγνώμη Κατίνα, αλλά αύριο

το απόγευμα δεν μπορώ ..., Σας ευχαριστώ πάρα πολύ ..., Σ' ευχαριστώ πάρα πολύ

– collaborating with peers to create a song about greetings, days of the week or numbers, using

online learning tools


Students:

• interact with peers and known adults on a range of topics and experiences, for example:


– making comparisons between their own daily routine and that of peers, family and students in

Greece or Cyprus

– exchanging personal information such as routines and experiences, eg Κάθε Κυριακή πάμε με

την οικογένειά μου στο σπίτι της γιαγιάς και του παππού ..., Περάσαμε πολύ ωραία στο

φεστιβάλ προχθές.

– recounting experiences to the teacher and peers, eg holidays, special events or celebrations,

through email or face-to-face conversations

– discussing aspects of school, home and social life using descriptive and expressive language,

eg Μ' αρέσει / δεν μ’ αρέσει η Ιστορία…, Μ' αρέσουν / δεν μ' αρέσουν τα Μαθηματικά

– sharing views with peers about favourite forms of entertainment, celebrities and other

significant figures, expressing preferences, feelings and opinions, eg Μου αρέσει ..., Λατρεύω

το ποδόσφαιρο, νομίζω, αισθάνομαι, προτιμώ

– engaging in face-to-face or online discussions with peers and other Greek contacts about

shared interests and experiences, eg Μου αρέσει το ποδόσφαιρο. Παίζω ποδόσφαιρο με τους

φίλους μου, κάθε Σάββατο.

– initiating and extending conversations and discussions, such as by using connectives, eg Το

Σάββατο το πρωί πήγαμε με τη φίλ μου για καφέ. Μετά πήγαμε βόλτα στο πάρκο.

• engage in collaborative activities that involve planning, making decisions and negotiating, for

example: (ACLMGC155)

– participating in class activities, such as word, board or digital games, using phrases, eg

… Κύριε, ξέρω την απάντηση. Είναι η σειρά μου.

– making arrangements for the weekend, eg Πού θα πας το Σάββατο ...; Θέλεις να πάμε μαζί

στο σινεμά; Παίζει ένα πολύ ωραίο έργο.

– negotiating with friends what to buy for a friend’s birthday, considering the friend’s likes and

the group budget, eg Αύριο είναι τα γενέθλια της Σοφίας. Τι δώρο θα της πάρουμε; Να δώσει ο

καθένας $10 δολάρια; Τι νομίζετε;

– explaining how to play a game that will be played in Greece, eg κρυφτό

– planning and conducting a group activity, either live or online, ομαδικό κουίζ

– asking, giving and following directions to real or virtual locations, using electronic information

devices, apps, street maps or directions, eg Συγνώμη, μπορείτε να μου πείτε πού είναι το

μουσείο; Μάλιστα! Εδώ θα στρίψετε δεξιά και στο πρώτο στενό, αριστερά …

Stage 4


– planning and running a class food market, preparing labels and flyers, rehearsing language

for negotiating, buying, swapping and bargaining, eg Πόσο κάνουν οι μπανάνες ...; Νόστιμες

ντομάτες! Έξι δολάρια το κιλό!

– planning and participating in real or virtual learning experiences that combine linguistic and

cultural elements, eg an excursion to a Greek restaurant, festival, drama or musical

performance, or virtual tour of the National Theatre of Northern Greece

Content for students with a background in Modern Greek

Students:

• interact with peers and known adults to exchange information, opinions and preferences relating

to social issues and cultural experiences, for example:

– expressing opinions about their new high school life with their teacher, eg Μου αρέσει πάρα

πολύ το καινούργιο σχολείο μου. Δε μου αρέσει το καινούργιο σχολείο μου

– communicating online to a friend in Greece about their life in Australia

– comparing and contrasting Greek and Australian cuisine

– exchanging ideas on the differences between Greek and Australian school life, such as days

and times they attend school in Greece compared to Australia, subject choices, holiday

periods, class sizes, uniform

– sharing experiences and discussing how their own cultural practices are maintained or

adapted in their new environment, eg school, sports/music/dance lessons outside school, and

in the community

– communicating in a face-to-face or online discussion and debate with peers and Greek

contacts about social issues and cultural experiences, eg σχολικός εκφοβισμός ..., ήθη και

έθιμα

• engage in collaborative tasks that involve negotiating, solving problems and justifying decisions,

for example:

– planning or participating in events relating to a popular aspect of Australian ways of life, eg

music, popular culture, climate, landscape and recreational activities, and sharing

experiences with members of their local Greek-speaking community

– planning and promoting a Modern Greek immersion day at school

– collaborating with others to organise a cultural day to support appreciation of linguistic and

cultural diversity within the school environment, using technology to plan the event and to

encourage others to participate

– identifying a local issue of concern and working with others to devise a solution, eg the lack of

facilities in the community for young people

– negotiating with parents regarding electronic device usage, eg Χρήση κινητού τηλεφώνου την

ώρα του φαγητού.

Stage 4


Communicating


Outcomes

A student:

› identifies main ideas in, and obtains information from texts LMG4-2C

› organises and responds to information and ideas in texts for different audiences LMG4-3C

Related Life Skills outcomes: LMGLS-2C, LMGLS-3C

Content

Students:

• locate information and identify gist in a range of spoken, written and digital texts, for example:

(ACLMGC004)

– locating and identifying cognates, known words and expressions as tools to improve overall

comprehension of texts

– accessing a video clip, a song, a rap or film clip, and recognising repetitive words and

expressions

– identifying the speaker and the setting in a conversation

– identifying specific information about places, people or events when listening to, viewing or

reading a text, eg dates, phone numbers or ages

– identifying key and commonly used expressions in texts and using them in own texts, eg

Απίστευτο! Σπουδαίο! Φοβερό! Τέλειο!

– listening to a song or reading a story or poem, identifying aspects of meaning and style, eg

use of rhythm, rhyme, choice of key words

– identifying the main idea and key points of information in a variety of informative texts such as

blogs, announcements, eg the product and the cost, time, venue and date of a special event,

main topic of the blog

– locating personal information and cultural references in an email from a student from a Greek-

speaking country

• respond in English or Modern Greek to information and ideas in a variety of spoken, written and

digital forms for specific contexts, for example: (ACLMGC004, ACLMGC006)

– obtaining information from a class survey, and presenting the findings in a digital

spreadsheet, eg a table or graph in English or Modern Greek

– researching a country or city in the Greek-speaking world and presenting key information to

the class in digital form or a poster, eg location, capital city, currency and landmarks

– obtaining information about people or events to create a profile for a social media site

– creating a timetable or timeline to demonstrate sequence for a school or community event

– reading a blog and justifying which bloggers have more in common, eg Ο Δημήτρης και η

Ελένη ταιριάζουν, γιατί είναι και οι δυο ψηλοί και προτιμάνε το ελληνικό φαγητό

– sequencing elements of a cartoon, comic or simple narrative, eg by creating a storyboard

using pictures and captions

Stage 4



Students:

• obtain and process information from a range of spoken, written and digital texts, for example:

(ACLMGC157)

– collating information from a range of Modern Greek media on a topic of interest, eg popular

culture, sport or youth issues

– accessing informative texts such as feature articles and news reports and summarising

information and viewpoints

– identifying key elements of an advertisement, eg the target audience and the use of the

slogan

– evaluating the suitability of different itineraries for a holiday, through the use of online

resources

– viewing a text such as a brochure, recipe, weather forecast and answering questions from

peers, eg - Τι καιρό θα κάνει αύριο; - Αύριο θα βρέξει

– reading a range of film reviews and deciding with a friend whether or not to watch the film,

and stating reasons for the decision, eg Πιστεύω ότι θα μου άρεσε να δω αυτό το έργο. Είναι

κωμωδία, και μου αρέσουν οι κωμωδίες

• respond in English or Modern Greek to information and ideas on a range of topics, events or

experiences, using different modes of presentation for particular audiences, for example:

(ACLMGC159)

– creating a video or journal record of activities at a school event, eg a school excursion,

performance or sporting event

– comparing, summarising and analysing information from a tourism website for a research

project on a Greek-speaking country or city

– using online survey software, collating and presenting data relating to favourite pastimes

among young people in a Greek-speaking country or what a typical day looks like in a school

in one of those countries

– investigating a social, environmental or cultural issue, and presenting the findings,

summarising opinions, attitudes and comments collected from surveys, interviews or media

sources

Stage 4



Students:

• access and evaluate information from a range of spoken, written and digital texts, for example:

– accessing diverse spoken texts, eg speeches, dialogues, news reports or interviews, and

summarising key information in English

– analysing the use and effectiveness of authentic expressions in particular text types such as

emotive language in a diary entry or an email

– accessing, analysing and comparing information from a range of sources for a research

project on Greece, eg information about the Greek cuisine from a cook book, a tourism

website and a documentary, discussing the reasons for similarities and differences of

information obtained

– evaluating the relevance and reliability of information from various sources on a topic of

enquiry

– examining and comparing details from a range of texts about important days and special

occasions in Australia, Greece and Cyprus, including texts by Aboriginal and/or Torres Strait

Islander Peoples, and discussing culture-specific terms and representations

• respond in Modern Greek to information, ideas and perspectives on a range of topics, events or

experiences, using a variety of presentation modes for particular audiences, for example:

– analysing and presenting data in Modern Greek to the class on topics of interest using online

survey software

– obtaining information on a social topic from diverse sources and expressing own perspective

in written text types, eg blogs, scripts of speech or article

– presenting information from a range of sources to two different audiences, adapting the

language and format choices, eg friends and a parent group eg Αγαπητοί φίλοι, Αγαπητοί

γονείς

– researching and discussing contributions made by Greek individuals and groups to

contemporary Australia, eg Crete and the Australian soldiers in World War ΙΙ

– investigating a social, environmental or cultural issue using a range of sources and presenting

findings on a community website, summarising opinions, attitudes and comments collected

from surveys, interviews or media sources for a website

Stage 4


Communicating

Composing

Outcome

A student:

› applies a range of linguistic structures to compose texts in Modern Greek, using a range of

formats for different audiences LMG4-4C


Content

Students:

• compose informative and imaginative texts in spoken, written and multimodal forms for a variety

of purposes and audiences, using stimulus materials and modelled language, for example:


– creating a greeting card to a friend to say ‘hello’, or to wish them ‘Happy Birthday’

– composing a simple email to a host family in Greece or Cyprus, providing personal

information, likes and interests

– creating a profile of a favourite famous person based on general knowledge

– captioning pictures, photographs or cartoons

– creating a multimedia text to share with a Greek–speaking audience, such as a video or

webpage to capture and interpret aspects of their personal and social worlds, eg το σχολείο

μου, ο καλύτερος φίλος μου / η καλύτερη φίλη μου

– creating resources such as pamphlets and posters to present or advertise social and cultural

events or environmental causes, eg ώρα γης ..., Ελληνική Επανάσταση του 1821

– creating a video to introduce and present information about school or school subjects to peers

and teachers at a buddy school in Greece or Cyprus

– creating digital stories presenting themselves and others

– creating digital instructional texts to inform and entertain younger audiences, eg a video to

explain a point of grammar or one to present how to use modelled language to create a text

– composing a biography of an imaginary character from a children’s story book using ICT, eg

blog, slide presentation, webpage

• create bilingual texts and resources for the classroom, for example: (ACLMGC009)

– creating digital flashcards, using available software, for peers to learn new vocabulary

Η οικογένεια, Οι ημέρες της εβδομάδας

– creating a phrasebook that includes key vocabulary and phrases learned in a unit of work

– producing an English–Greek dictionary of words and phrases including examples of

sentences where those words can be used

– preparing bilingual captions for a text, eg a newsletter item for the school community

– creating a simple children’s story book in Greek and English, with illustrations

– creating subtitles in English for a short video or digital photo story in Greek introducing self or

expressing likes and dislikes

– translating public signs, menus, timetables and other texts from Greek to English for use at

school or in the community

Stage 4



Students:

• compose informative and imaginative texts in a variety of formats for different purposes and

audiences, for example: (ACLMGC158, ACLMGC160)

– creating a text, such as a brochure, poster or website post, about an upcoming event, eg a

Modern Greek–language performance or a school exchange visit, an environmental event

– creating a slideshow on aspects of Greek culture, places to visit in Greece, eg for display in

the school library

– creating a virtual introduction to present information about the school and neighbourhood to

Greek-speaking visitors, including an annotated map, audio guides with subtitles

– creating the next scene, a new character or an alternative ending to a Greek story or film

script

– creating a cartoon, short play or story to present to the class, or to share with a wider virtual

audience, about personal past or future imagined experiences

– creating a text such as a picture book, bedtime story or cartoon for younger children, selecting

appropriate language, images to enrich the visual or listening experience

• create bilingual texts and resources for the school and wider community, for example:

(ACLMGC162)

– creating an instructional video demonstrating the process of making something, eg a simple

dish or learning the steps of a Greek dance, with subtitles in English

– creating a bilingual recipe book to introduce Greek food to the canteen, eg souvlakia,

spanakopita

– creating bilingual resources, eg glossaries, signage, recipes, children’s stories, factual

reports, timelines or brochures, individually or collaboratively

– creating subtitles of popular music for a performance by the class at a school assembly

– producing bilingual texts in print or multimodal formats to promote school events, eg

multicultural activities, Harmony Day

– creating a tourist brochure or itinerary for young Australian travellers to Greece, supplying key

words, phrases and cultural protocols

– creating captions and commentaries for short video or slideshow presentations of intercultural

experiences, using online software, eg going on a holiday, giving or accepting a gift

Stage 4



Students:

• compose informative and imaginative texts in a variety of formats for different purposes and

audiences, for example:

– presenting information about the lifestyle of people in various places in Greek-speaking

countries, showing the impact of historical or geographical factors, through tables and graphs

and multiple modes of presentation

– creating a blog to present topics related to lifestyles, events or causes, eg Earth Hour, Clean

up the World Day

– creating a blog to describe healthy foods and good eating habits

– creating a text, such as a brochure, poster or website post, about an upcoming event, eg a

Greek-language performance

– creating a digital story in Greek, considering plot, character and setting, eg an adventure back

in time to Ancient Greece

– using simple Greek idioms from popular sayings in their own writing

– rewriting a familiar story from a different viewpoint for young children

• create bilingual texts and resources for the school and wider community, for example:

– creating a bilingual brochure to compare aspects of school life in Greece/Cyprus and in

Australia, eg school subjects, timetables, sports, weekend

– creating a school magazine in Modern Greek and English for distribution to parents

– translating into Greek a principal's speech to parents

– producing an illustrated bilingual recipe book to introduce different regional cuisines from

Greek-speaking countries to the community

– creating a bilingual blog in collaboration with a buddy-school to share cultural insights

Stage 4


Understanding

Systems of language

Outcomes

A student:

› applies Modern Greek pronunciation and intonation patterns LMG4-5U

› demonstrates understanding of key aspects of Modern Greek writing conventions LMG4-6U

› applies features of Modern Greek grammatical structures and sentence patterns to convey

information and ideas LMG4-7U

› identifies variations in linguistic and structural features of texts LMG4-8U

Related Life Skills outcomes: LMGLS-5U, LMGLS-6U, LMGLS-7U, LMGLS-8U

Content

Students:

• recognise and use features of the Greek sound system, including pitch, accent, rhythm and

intonation, for example: (ACLMGU012)

– recognising and pronouncing correctly the 24 letters, 7 vowels and 17 consonants of the

Modern Greek alphabet

– reinforcing the sounds represented by, eg δ, θ, β, ψ, χ, and comparing similarities and

differences between the Greek and Roman script

– identifying and pronouncing letter clusters, and digraphs/diphthongs, eg τζ, τσ, γγ, γκ, ντ, μπ,

αι, οι, ει, ου, αυ, ευ ...

– identifying and using irregularities in pronunciation, eg κι εγώ, μία-μια, δύο-δυο

– using the Modern Greek alphabet, making connections between spoken and written forms,

understanding the effect of the accent marks on vowels, eg η καρέκλα

– recognising differences in intonation and rhythm between statements, questions and

commands, eg Είναι Έλληνας. Είναι Έλληνας; Είναι Έλληνας!

• recognise and use features of the Modern Greek writing system, for example: (ACLMGU012)

– using the accent mark appropriately in Greek when writing, for pronunciation as well as for

meaning, eg που / πού; πως/πώς; η / ή, μάτια/ματιά; γέρος / γερός

– recognising that only vowels take accents

– using the accent mark correctly before capital vowels, eg Όχι, δε φταίω εγώ!

– recognising, understanding and applying the different symbols of the Greek punctuation

marks in writing, eg question mark, semicolon, colon and quotation marks

Stage 4


• understand elements of Modern Greek grammar, including the systematic nature of verb

conjugation, for example: (ACLMGU013)

– describing features of Modern Greek using metalanguage, eg using the terms ‘masculine’,

‘feminine’, ‘neuter nouns’, ‘verbs’, ‘tenses’, ‘adjectives’, ‘conjunctions’, in English or Greek

– applying rules for definite and indefinite articles, eg ο/οι, η/οι, το/τα, ένας/μία/ένα

– using and understanding nouns, in singular and plural forms ,as core elements of sentence

structure to identify people and things, including gender exceptions

– recognising that Greek nouns change their endings according to gender, case and number,

eg το αγόρι/τα αγόρια ..., η κοπέλα/οι κοπέλες ..., ο σκύλος/οι σκύλοι ..., η γάτα/ οι γάτες ...,

Μιλάω στο παιδί / στα παιδιά

– recognising that nouns, including proper nouns, are preceded by an article, eg η Αυστραλία ..,

ο Δημήτρης

– understanding that irregular nouns may have different endings and that there will be other

indicators in the sentence to help identify their gender, eg η οδός, η δικηγόρος

– understanding the different rules that apply to form masculine, feminine and neuter adjectives,

eg Μια μεγάλη τσάντα, δύο μεγάλες τσάντες, η κόκκινη τσάντα, οι κόκκινες τσάντες

– using numerals for dates and time, and understanding the different uses of the cardinal and

ordinal numbers, eg ένα, δύο, τρία, πρώτος/η/ο, δεύτερος/η/ο, τρίτος/η/ο

– recognising personal pronouns and understanding the difference between formal and informal

usage, eg Εσύ Ελένη, είσαι φίλη μου. Εσείς, Κύριε Αντωνίου, είστε καθηγητής μου.

– recognising that personal pronouns can be omitted, as the ending of the verb indicates who is

doing the action, eg Αυτός παίζει ποδόσφαιρο. Παίζει ποδόσφαιρο.

– recognising that personal pronouns can be used to emphasise who is doing the action, eg

Αυτός είναι ο καθηγητής μου!

– using demonstratives, eg Αυτό είναι το βιβλίο που θέλω!

– using interrogatives, eg Πώς; Πού; Ποιος / Ποια / Ποιο;

– using verbs describing state (είναι), possession (έχω) and verbs describing action in the

present tense, eg πηγαίνω, μιλάω

– exploring other verb conjugations in the present tense, eg θέλω, παίζω

– understanding sentence structure to construct simple sentences in Greek subject–verb–

object, and asking questions and giving/receiving instructions, eg Τα Ελληνικά είναι εύκολα ...,

Πού μένεις; Ανοίξτε τα βιβλία σας! Αυτός είναι ο φίλος μου.

– using common adverbs to qualify verbs and adjectives, eg Αυτή μιλάει πολύ …, Αυτή είναι

πολύ όμορφη

– applying standard word order and understanding that word order can vary

– using negation in statements and questions, eg Όχι, δεν το θέλω, δε μ’ αρέσει ..., Δε σου

αρέσει το σχολείο;

– using simple conjunctions to create compound or complex sentences, eg και, αλλά, γιατί

• recognise how Modern Greek influences and is influenced by factors such as technology, and

other languages and cultures, for example: (ACLMGU016)

– recognising that the Modern Greek language borrows and adapts words and expressions

from English and other languages, eg okay, chic, spaghetti, goal

– recognising factors such as sport, food and fashion influence languages and cultures

– recognising Modern Greek words and phrases that have emerged in response to new ideas

and developments in communications and technology, eg το μέιλ, το κομπιούτερ.

– recognising that many Modern Greek words are used in English and in other languages, eg

souvlaki, yeeros, history, geography

– understanding that some international Indigenous languages and many Aboriginal and Torres

Strait Islander languages are growing and adapting, while others are endangered, or being

revitalised

Stage 4


– recognising that the Greek language has borrowed English words of diverse Aboriginal

language origins and adapted them, eg το καγκουρό from Guugu Yimidhirr (Far North

Queensland), κοάλα from Dharug (Sydney)

– understanding that languages and cultures change continuously due to contact with each

other and in response to new ideas and developments in communications and technology

• identify textual conventions of familiar spoken, written and multimodal texts, for example:

(ACLMGU014)

– identifying different text types, explaining differences in structure and linguistic features, eg

postcards, letter, email, card, blog, conversation, face-to-face and phone

– understanding and using cohesive devices such as conjunctions, eg και, ή, μα, αλλά to help

sequence and link ideas and actions

– identifying the intended audience, purpose and key language features of familiar types of

texts such as recipes, announcements or instructions

– listening, viewing or reading for gist, context and purpose, drawing on knowledge of types of

text, context and language features to predict and confirm meaning, such as the use of

imperative verb forms and specialised vocabulary in school rules, eg καθίστε παρακαλώ!

– understanding that texts vary in different languages, eg in Japanese texts can be written

vertically, and read from right to left, Αrabic is written from right to left


Students:

• apply Modern Greek pronunciation and intonation patterns, and punctuation, for example:

(ACLMGU165)

– understanding how changes in voice and body language can change the meaning of words,

eg Σου αρέσει ο χορός; can be a simple question or expression of surprise, eg Σου αρέσει ο

χορός!

– recognising the impact of nonverbal elements of Modern Greek expression, eg hand gestures

to replace words

– examining differences in pronunciation of consonant and vowel combinations, eg αυτός /

αυγό, ευχαριστώ / ευγενικός

– applying punctuation and spelling rules to own writing

– experimenting with pronunciation of less familiar sounds

– identifying difference in tone, intonation and rhythm between statements, questions,

exclamations and commands, eg Ορίστε ..., Παρακαλώ

• apply knowledge of irregular letter combinations and use accent marks to convey meaning, for

example: (ACLMGU165)

– identifying and reproducing irregularities of some sound–letter relationships and

combinations, eg σμ, αυ, ευ, μία / μια, ιο, ια, κι εγώ

– using accent marks to convey meaning, eg που, πού; πως, πώς;

• understand and use elements of Modern Greek grammar and sentence structure to express

ideas, for example: (ACLMGU166)

– recognising questions that ask for a reason, and responding by using justification words

– using a range of tenses, such as Ενεστώτας, Παρατατικός and voices to describe routines

and actions

– using a range of regular and irregular verbs to develop sentence structures, eg χτες είδα τον

Γιάννη και μου είπε τα νέα

– using adjectives to describe and compare people and aspects of the immediate environment,

eg Ο Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή / ψηλότερη

– using simple word order (subject–verb–object), eg Η Άννα τρώει μήλο

Stage 4


– using adverbs to modify and intensify the meaning of verbs and adjectives, eg αρκετά, πολύ,

λίγο

– using pronouns as substitutes in sentences, eg αυτός, εσένα

– using simple prepositions, eg στον / στη(ν) / στο, κάτω από, πλάι στον / στη(ν) / στο, πάνω

στον / στη(ν) / στο

– recognising that the ending of some Greek nouns does not always reflect their gender,

evident with many professions, eg η γιατρός, η δικηγόρος

– examining negative constructions, eg δε μ’ αρέσει, δε μ’ αρέσουν

– using suffixes to vary the intensity of the meaning of nouns, adjectives and adverbs, to create

diminutives/augmentatives, eg μικρούλι, σπιτάκι, γατάκι

– creating compound and complex sentences by using conjunctions, eg Δε θα παίξω

ποδόσφαιρο αύριο γιατί θα έρθει η γιαγιά μου από την Ελλάδα.

• understand that the Modern Greek language has evolved from Ancient Greek and developed

through different periods of influence and change, for example: (ACLMGU169)

– examining Ancient Greek words and their Modern Greek equivalent, eg θύρα / πόρτα, άρτος /

ψωμί

– discussing the different periods of influence and change on the Modern Greek language, eg

the 400 years under the Ottoman Empire, and the attempt to remove words from other

languages from the Modern Greek language, eg καθαρεύουσα

– understanding that Modern Greek, like all languages, is constantly expanding to include new

words and expressions in response to changing technologies, digital media and intercultural

experiences, eg skype, tablet, google, facebook. Noting that these words are written in the

Latin script

– understanding that Greek is a language that has influenced many global languages and

continues to influence and change through interaction with other languages and cultures

• understand how different types of texts are structured and use particular language features to suit

different contexts, purposes and audiences, for example: (ACLMGU167)

– describing the main features of familiar text types, eg cartoon, digital story, storyboard, online

news reports, and identifying features such as sequencing of ideas

– observing that texts are constructed for a variety of purposes, such as to request, instruct,

invite or describe, eg an invitation to a party or a greeting card

– identifying the structure and organisation of a range of text types, eg comparing emails and

letters, written notes, text messages and print and digital versions of a journal/diary entry

– identifying and comparing features of language use in different text types, such as

formality/informality, headings, and lexical and grammatical choices that distinguish textual

purpose and audience

Stage 4



Students:

• apply the Modern Greek sound system, explaining features, including variations in tone, stress

and phrasing, for example:

– recognising that pronunciation, intonation, rhythm and pace assist in making meaning in

interactions and applying this knowledge to own communication, eg when reading stories to

young children, asking questions, expressing emotion, exclamations and commands

– examining variations in pronunciation, eg mainland Greece, Crete, Cyprus

• apply knowledge of Modern Greek grammar to organise and elaborate on ideas and opinions, for

example:

– using a range of grammatical structures, to justify opinions

– using verbs to express action in time, using a range of regular and some irregular verb, eg Θα

πάω αύριο να δω αυτό το έργο ..., Χθες είδαμε ένα πολύ ωραίο θέατρο.

– using modal verbs to express ability, possibility, likelihood and permission, eg Μπορώ να σας

μιλήσω; Πρέπει να σας μιλήσω.

– introducing additional information when describing actions, people and objects by using a

range of prepositions, eg με τον / την, πριν, από, μέχρι

– using pronouns to refer to the person carrying out an action, eg Εμείς τον βοηθήσαμε να

μετακομίσει

– using adverbs and adverbial phrases of manner, place and time to modify the meaning of

verbs and adjectives, eg αργότερα, ακόμη, πριν, εδώ, εκεί

– recognising and using expressions to give opinions, eg πιστεύω ότι ..., νομίζω ότι ...

– applying Modern Greek punctuation and spelling rules to own writing and learning to

systematically edit own and other’s work

– developing metalanguage to extend discussions of word order, tenses and verb moods, using

terms such as ‘adverbs’, ‘adjectives’, ‘pronouns’

• understand how different types of texts are structured and use particular language features to suit

different contexts, purposes and audiences, for example:

– examining the structure and word choices used in a range of texts for specific audiences and

purposes, eg setting and plot in a narrative, or introduction, body and conclusion in a speech

– examining and experimenting with formal and informal language registers used according to

purpose and contexts, eg informal letters, formal letters, script of an interview or a diary entry

– comparing language features in diverse genres with similar topics to understand the

importance of recognising audience in communication, eg a birthday party invitation, a diary

entry about a birthday party

Stage 4


Understanding


Outcome

A student:

› identifies that language use reflects cultural ideas, values and beliefs LMG4-9U

Related Life Skills outcome: LMGLS-9U

Content

Students:

• understand how language use varies according to context and the relationship between

participants, for example: (ACLMGU015)

– investigating how language use may vary according to the intended audience

– recognising patterns in language use based on gender, age, social status and purpose of

interaction, discussing appropriate greetings for people of different ages and/or status, eg a

neighbour or a teacher

– varying basic phrases according to relationship, age and familiarity, eg γεια σου

/γεια/καλημέρα/ καλησπέρα to friends but γεια σας/καλημέρα σας/ καλησπέρα σας to a

teacher

– recognising ways in which tone and gestures may modify and/or enhance the intended

meaning of language

– comparing register in a range of multimodal texts and explaining the use of language such as

polite and familiar forms, eg the use of εσείς in formal situations

• explore connections between language and culture in particular words, expressions and

communicative behaviours, for example: (ACLMGU017)

– understanding the use of set phrases relating to cultural customs, eg at mealtimes using καλή

όρεξη, and χρόνια πολλά for Name Days

– comparing interactions between Greek and English speakers and reflecting on how language

and gestures are used in communication, eg shaking hands versus kissing on both cheeks

– identifying examples of how cultural knowledge is important in exchanging meaning

– researching language used in different contexts, such as informal texts, eg text messages,

recognising elements that reflect cultural trends, eg τα λέμε

– discussing elements of culture in Modern Greek language and their significance in reflecting

values, attitudes, history and traditions

– examining culturally specific terms and phrases, eg η παρέα, το κέφι, Στην υγειά σου, Με γεια,

Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing

equivalent terms in other languages

• recognise their own and others’ ways of expressing identity, reflecting on the relationship between

language, culture and identity, for example: (ACLMGC010, ACLMGC011)

– reflecting on choices made when using Modern Greek to interact with others, considering the

relationship between language and culture, eg when using formal and informal register

Kαλημέρα σας κυρία / κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, φιλιά

Stage 4


– observing interactions between Greek speakers in different contexts, and recognising the

elements that reflect cultural attitudes or behaviours

– understanding traditional and modern ways of celebrating festivals in Greece and Cyprus, and

the values that underpin them

– recognising the celebration of Name Days in Greek–speaking communities

– participating in, or observing intercultural experiences, eg at a Greek cultural establishment,

reflecting on cultural expressions and language choices and

– creating personal profiles to share with others, considering which aspects of their identity to

reveal in different contexts

– creating an e-portfolio aimed at monitoring own development as a Modern Greek speaker and

exploring the relationship between identity, culture and language in relation to learning and

using Modern Greek


Students:

• understand variations in Modern Greek language use that reflect different levels of formality,

status and authority, for example: (ACLMGU168)

– analysing language used to express different levels of formality in a variety of texts, eg

conversations, letters, emails and text messages, noting differences between written and

spoken texts

– identifying the way in which the choice of vocabulary and grammar relates to variables such

as age, social status, relationship and situation, eg a teacher and a student, at the doctor’s

surgery, and a group of friends

– recognising that language use changes according to the text type and modality, eg comparing

written messages and text messages, letters and emails, diaries and interactive web pages

– interpreting the relationships of participants in conversations by observing their gestures and

word choices, eg Χαίρετε Κύριε Αντώνη, Γεια σου Μιχάλη, handshakes, kisses, hugs

– finding examples of informal forms of language used by young Modern Greek speakers, eg

the use of abbreviations or emoji when texting

• explain ways in which choices in language use reflect cultural ideas, and explore different

communicative behaviours across cultures, for example: (ACLMGU170)

– explaining language use in Modern Greek interactions that reflects humility or deference,

such as expressions used to refuse or deflect praise of self or family, or to defer to others, eg

use of παρακαλώ to mean ‘you’re welcome’

– identifying changes in own ways of thinking about culture and identity as a result of learning

Modern Greek

– discussing how own cultural identities are reflected in home, school and social lives, including

attitudes and behaviours, and considering how these might be interpreted and responded to

by members of different communities

– discussing attitudes towards differences and diversity, including the use of stereotypes and

generalisations, and considering how these affect communication

– analysing the meaning and use of proverbs, idioms and sayings, discussing how they reflect

Greek culture and traditions, and how they compare to equivalent idioms and sayings in

English and in other languages, eg Δείξε μου τον φίλο σου να σου πω ποιος είσαι

– exploring ways to compare Greek and Australian cultures from various perspectives such as

foods, social behaviours, attitude to sport and entertainment, and how these perspectives are

reflected in language use, eg conversations, films, popular television shows, musical

performances, songs and folktales

Stage 4


• reflect on how their own biography, including family origins, traditions and beliefs, affects their

sense of identity and ways of communicating, for example: (ACLMGC163, ACLMGC164)

– reflecting on how their own cultural etiquette and behaviour may be interpreted when

interacting with Modern Greek people, noticing their own body language and modifying

gestures

– creating identity maps, timelines or digital presentations of their personal profile or family

trees with captions, to describe significant influences, eg key people, events, educational

experiences, community affiliations or travel experiences

– sharing and comparing cultural and intercultural experiences and language capabilities, and

exchanging views on the benefits of speaking more than one language, eg having additional

insights and perspectives, opportunities for new experiences, a larger vocabulary to draw on

and the ability to recognise the meaning of the many Modern Greek words that exist in

English

– discussing how family origins reflect the use of language at home, eg mixing Greek words

with English while speaking to another speaker of Modern Greek


Students:

• analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect

on how what is considered acceptable in communication varies across cultures, for example:

– understanding that language used in formal and informal contexts varies across cultures, eg

greetings, meal etiquette

– comparing use of idioms and colloquialisms between languages to identify different cultural

perspectives

– identifying how language can be varied for different participants in different contexts, eg the

use of slang and abbreviations between teenagers

– discussing appropriate language choices across cultures, eg when interacting with senior

people

– investigating how proverbs and sayings are used to express feelings and emotions, eg

approval, disapproval, sarcasm, scepticism

– analysing the ways in which people, places and experiences are described in Modern Greek

imaginative texts and making comparisons with similar texts in different cultures, identifying

reasons for the difference in cultural values, practices and beliefs

• reflect on how and why being a speaker of Modern Greek contributes to their sense of identity

and is important to their Modern Greek cultural heritage, for example:

– examining the impact of living in Australia on their sense of being Greek and their values and

beliefs

– reflecting on how the Greek language is part of their identity, how being bilingual allows them

to present ‘self’ to others in particular ways, eg as being Greek, and provides useful

opportunities, additional insights and perspectives as global citizens

– discussing the challenges and opportunities that arise as a speaker of Modern Greek living in

Αustralia, eg stereotypes, culture shock, bilingualism

– reflecting on the experiences of their last trip to Greece or Cyprus and their feelings about

their old environment

– exploring Greek values, eg family values, that are significant in their lives while living in

Australia

– investigating the contribution that different cultures make in the world, providing a way for

individuals to live and behave as world citizens

Stage 5


Content for Stage 5

Communicating

Interacting

Outcome

A student:

› manipulates Modern Greek in sustained interactions to exchange information, ideas and opinions,

and make plans and negotiate LMG5-1C


Content

Students:

• initiate and sustain interactions to share information, opinions and ideas, for example:


– initiating and sustaining a conversation with a new friend by asking and expanding questions,

eg Από πού είσαι; Μένεις κοντά στο σχολείο; Σου αρέσει το ποδόσφαιρο ή το τένις;

– communicating with a peer or a young Modern Greek speaker via email or school-based

exchanges, about shared interests, comparing aspects of school and home life, and

expressing preferences and opinions, eg Το πιο αγαπημένο μου μάθημα είναι …, Δε μου

αρέσει η τζαζ μουσική… Έχω μεγάλη οικογένεια.

– sharing information about a significant or special event in their life, and comparing how

special events affect the lives of Greek teenagers, eg τα γενέθλια, οι ονομαστικές γιορτές, οι

σχολικές εκδρομές, τα Χριστούγεννα

– explaining or justifying a position in an argument regarding a personal or social issue, such as

το περιβάλλον, τα σπορ, η φιλία, using connectives, eg και, γιατί, αλλά

• participate in a range of collaborative tasks, activities and experiences that involve negotiating

and solving problems, for example: (ACLMGC019, ACLMGC120)

– engaging in social transactions with peers and teachers, eg presenting gifts, accepting and

declining invitations, making excuses and apologising to Modern Greek speakers, using

appropriate protocols such as forms of politeness and respect, eg Ορίστε …, Συγνώμη …,

Λυπάμαι…, Ευχαριστώ …, Παρακαλώ

– requesting and providing assistance in various situations such as asking for and giving

directions, asking if a product is available, eg Πού είναι το κοντινότερο σούπερ μάρκετ ...; Πού

μπορώ να βρω ...;

– organising a class event such as a food stall, preparing labels and prices, using transactional

language, eg Πόσο κάνει/κάνουν…; Είναι καλή τιμή..., Είναι ακριβό…

– organising social or sports events, and planning location, negotiating date and time, using

texts such as emails, messages, invitations and text messages, eg Θέλετε να πάμε στην

καφετέρια ...; Έχω ραντεβού στις τρεις η ώρα το απόγευμα, με τον Κώστα και την Έλλη.

– collaborating to organise a virtual trip overseas, researching details such as transport,

currency, climate and putting together an itinerary

Stage 5


– collaborating by using a shared document to produce a film script and organising the filming,

editing, captioning etc of the film

– preparing and sharing a digital presentation in Modern Greek to provide information about

their school to a buddy school in Greece

– creating a shared classroom blog to collect a variety of ideas, opinions and comments to plan

an event

– participating in a virtual visit, eg Αρχαιολογικό Μουσείο της Ακρόπολης, Αρχαίο Θέατρο

Επιδαύρου and sharing responsibility for individual elements of a report that highlights key

aspects of the experience


Students:

• initiate and sustain interactions with peers and adults to share information, feelings, opinions,

ideas and points of view, for example: (ACLMGC171, ACLMGC173)

– discussing young people’s lifestyles in Greek-speaking countries and in Australia, eg

mealtimes, schooling, pastimes

– engaging in face-to-face or online discussions with Greek-speaking peers to describe

significant events, special occasions or milestones in their lives, eg Ο αδερφός μου

παντρεύτηκε ... Ήταν μια σπουδαία βραδιά! ..., Ήταν η καλύτερη μέρα της ζωής μου! ...,

Περάσαμε πολύ ωραία!

– participating in an online debate/discussion about a topic of interest to young people using

online forums, eg Οι διατροφικές διαταραχές, Η διασκέδαση, Τα ταξίδια

– discussing future plans such as further education, career and travel, eg Θέλεις να πας στο

πανεπιστήμιο;..., Ποιο επάγγελμα σου αρέσει; ..., Θέλεις να πας στην Ελλάδα για διακοπές;

– interviewing class members to seek views about an aspect of their daily lives such as

examinations, daily routine, housework, city life, friendships, eg Πες μου για την καθημερινή

σου ρουτίνα ..., Τι δουλειές κάνεις στο σπίτι; ..., Προτιμάς τη ζωή της πόλης ή της επαρχίας;

Έχεις χόμπι;

– planning and participating in a learning experience, eg an excursion to a Greek restaurant,

film, language enrichment day with students from other schools

• participate in a range of collaborative tasks, activities and experiences that involve negotiating

and solving problems, for example: (ACLMGC172)

– clarifying, expressing preference for, and summarising arrangements for a social outing, eg Τι

ώρα θα πάμε στο σινεμά; Θέλω να δούμε τον Χάρη Πόττερ, είναι μαγικός! ..., Καλύτερα να

πάμε στην πισίνα, κάνει ζέστη! ..., Το θέατρο δε μ' ενδιαφέρει! Εγώ προτιμώ το σινεμά

– planning or making shared arrangements for real or imagined Greek visitors to the school or a

homestay, eg by preparing print or digital informative materials such as filming an introduction

to Australian school and home life, preparing welcome speeches, or conducting school tours

– discussing and planning for a real or virtual trip to Greece, eg Πού θα πάμε πρώτα, στην

Αθήνα ή στη Θεσσαλονίκη; Η Θεσσαλονίκη είναι πιο μακριά. Δεν έχουμε πολύ χρόνο .., Τι

νομίζεις;

– using online sources, eg map, flight schedules, hotels and timetables to plan and implement a

trip, to different places in Greece or Cyprus with a budget

– planning your birthday party with a friend, arranging a venue, invitations and activities, eg

Πάρτι γενεθλίων σε ταβέρνα, Σάββατο βράδυ, όλη η παρέα, συγγενείς και φίλοι

Stage 5



Students:

• initiate and sustain interactions with others to discuss ideas and points of view, for example:

– questioning Greek people in the community to investigate a problem or issue in the school or

local area, and discussing and determining solutions, eg Yγεία και διατροφή, Σχολική στολή,

Περιβάλλον, Νεολαία

– initiating and sustaining a discussion on a current issue with class peers by acknowledging

different viewpoints, asking for repetition, clarification or elaboration, eg Δε συμφωνώ ... Δεν

κατάλαβα, το επαναλαμβάνετε, παρακαλώ; Τι εννοείτε; Τι σημαίνει αυτό;

– initiating a debate on a current issue that interests students, eg Μόδα, Σπορ, Πολυπολιτισμική

κοινωνία

– developing an online survey on a current issue and constructing a report to present the

findings to the class or other student group, eg ανακύκλωση στο χώρο του σχολείου

• participate in a range of collaborative tasks, activities and experiences that involve planning,

negotiation and debate, for example:

– initiating a school campaign to promote awareness of a social issue or charity fundraising

– organising an event to discuss issues regarding the maintenance of the Modern Greek

language and culture

– organising a real or simulated forum to raise awareness of environmental, social or ethical

issues, eg Και τα ζώα έχουν δικαιώματα ..., Τι μπορούν να μας προσφέρουν οι ηλικιωμένοι;

..., Τα χρήματα μετράνε πιο πολύ από την αγάπη ..., Η εξωτερική εμφάνιση έχει μεγάλη

σημασία

– developing a survey, compiling a report, or composing a letter of complaint regarding a school

or community issue

– planning a group event, designing activities and inviting friends, and composing a diary entry

to reflect on the event, eg Το ελληνικό καφενείο ..., Ελάτε να παίξουμε τάβλι ..., Φτιάξε το δικό

σου κομπολόι

Stage 5


Communicating


Outcomes

A student:

› identifies and interprets information in a range of texts LMG5-2C

› evaluates and responds to information, opinions and ideas in texts, using a range of formats for

specific contexts, purposes and audiences LMG5-3C

Related Life Skills outcomes: LMGLS-2C, LMGLS-3C

Content

Students:

• obtain and synthesise information and ideas from spoken, written, visual or multimodal texts, for

example: (ACLMGC021)

– obtaining information from a range of informative media texts, eg television weather reports,

interviews or digital video clips, featured articles, noting key words, specialised terms or

points of information, summarising and reporting key points

– identifying cognates and false friends and analysing their impact on the overall meaning of

texts

– identifying and discussing themes, ideas and relevant social issues in a Greek-speaking film

with subtitles

– summarising key information about geography, history, health or science from texts, websites

and posters such as advertisements, video, posters

– identifying key ideas or themes in texts they have particularly enjoyed, giving reasons for their

choice

– listening to, reading or viewing an interview with an ordinary person, a sports star, or a

musician and summarising information and opinions

– recognising the range and significance of cultural stories, including those from Aboriginal and

Torres Strait Islander cultures, and Greek-speaking communities

• respond in English or Modern Greek to information, ideas and opinions, using a variety of text

types and formats according to context, purpose and audience, for example: (ACLMGC022,

ACLMGC023)

– researching aspects of Greek lifestyles and cultural practices that invite comparison and

contrast with their own experiences, eg fashion, music or pop culture

– reviewing a song or music clip with Greek-speaking peers and identifying aspects that they

enjoyed or disliked

– interviewing Greek and Australian students about their interests, daily routine, practices, likes

and dislikes and collating the information on a class website

– comparing and expressing opinions on themes in imaginative texts, such as contemporary

stories, films, interactive games and cartoons

Stage 5



Students:

• obtain, interpret and evaluate information, ideas and opinions from a range of texts, for example:

(ACLMGC174)

– identifying underlying values, cultural references and the purpose and intended audiences of

different types of community texts, eg advertisements or posters

– reading a simplified literary text in Modern Greek and identifying the plot and traits of

characters

– comparing advertisements from different countries for an item, eg a mobile phone, soft drink

or fast food, and identifying both culture-specific and common features

– listening to, viewing or reading authentic texts and extracting key points and ideas on a topic

such as the weather or leisure activities for young, eg Τι γνώμη έχεις για τον καιρό; Αλλάζει

διαρκώς! Τι γνώμη έχεις για το σέρφινγκ;

• respond in English or Modern Greek to information, ideas and opinions, using different formats for

specific contexts, purposes and audiences, for example: (ACLMGC176)

– gathering information from sources to develop a digital travel guide for a proposed class visit

to Greece

– responding to ideas presented in various texts, such as poems, films, songs or video clips, by

expressing personal opinions, eg Αυτό το ποίημα είναι υπέροχο ..., Η ταινία είναι πολύ

βαρετή. Δεν έχει καλή πλοκή.

– listening to, viewing or reading a text such as an interview, documentary or speech to obtain

and synthesise information and present it in new forms, eg creating a profile of a famous

person from an interview

– modifying an existing text, eg creating an alternative ending, introducing a new character,

changing the setting, adding a major event, or recreating a legend or myth from a different

cultural perspective

– expressing emotional responses to a range of digital and other texts, such as short stories,

poems, cartoons, films and songs, and identifying how mood is created and narrative is

developed through language and expression, eg Ζητείται ελπίς (Σαμαράκης)

Stage 5



Students:

• access a variety of informative and imaginative texts to identify and analyse in written and spoken

forms textual elements such as viewpoints, themes, stylistic devices, influences and values, for

example:

– gathering viewpoints on a topic of global significance, eg Πρόσφυγες, Νεολαία, Τεχνολογία

– examining information obtained from different sites and sources to compare how young

people are represented in the media

– selecting samples of spoken, written or digital texts that convey cultural and factual

information such as regional news headlines, local community announcements,

advertisements, notices in public spaces, and analysing particular cultural aspects,

eg Ελληνικός Κήρυκας, Το Βήμα, Νέα Πατρίδα, Ο Κόσμος, Ελληνίς

– identifying bias in texts, examining the values that influence bias, and discussing how bias

differs from opinion and perspective

– reading a short story, identifying how the text uses language and textual features to convey

emotions, eg Αυτή η ταινία δεν είναι ρεαλιστική ..., Η γλώσσα είναι δύσκολη ..., Υπάρχουν

πολλά θαυμαστικά/επίθετα στο κείμενο.

– exploring and gathering information on a range of cultural practices through a variety of

sources, eg excerpts from a Greek song

• respond in Modern Greek to information, ideas and opinions on a range of issues from different

perspectives, using a variety of formats for specific contexts, purposes and audiences, for

example:

– writing a book or film review for a popular review website

– developing an information kit for a local tourism website about the local city or region to

provide to Modern Greek-speaking visitors, with details on histories, including Aboriginal

histories and identifying the local Aboriginal custodians, as well as languages and significant

sites and information about climate, environment and contemporary cultural activities

– comparing Greek and Australian accounts of a world event and preparing a presentation on

the findings

– presenting information in a report about the movement of people globally, including to and

from Greece

– compiling and comparing perspectives on social and cultural issues in Greek-speaking

communities, such as comparing attitudes to sport, presenting information in graphs or charts

Stage 5


Communicating

Composing

Outcome

A student:

› experiments with linguistic patterns and structures to compose texts in Modern Greek, using a

range of formats for a variety of contexts, purposes and audiences LMG5-4C


Content

Students:

• compose a range of informative and imaginative texts using a variety of formats for different

contexts, purposes and audiences, for example: (ACLMGC022, ACLMGC024)

– creating texts to inform others or to promote events, places or experiences, eg a poster or

flyer about a multicultural event or a brochure about their school for a Modern Greek audience

– exchanging personal information with a new correspondent in Greece or a student from

another school studying Modern Greek

– producing a brochure to identify aspects of their city/town/region likely to be of interest to

Greek-speaking visitors of the same age

– researching and presenting information about the daily routine of a high school student in a

Greek-speaking country

– creating a shared travel blog for young Greek-speaking travellers to Australia

– writing a description of their day while on holidays in Greece, eg Γεια σας από την ωραία

Σάμο! Ο καιρός είναι πολύ καλός και οι παραλίες είναι θαυμάσιες!

– creating their own blog site or contributing to a blog on a topic of interest in Modern Greek, eg

a blog about food and recipes or a blog about soccer

– creating a brochure related to getting about or living in Greece, eg using public transport,

shopping, sightseeing

– using digital drawing and photo editing to create a presentation to showcase one aspect of

Aboriginal and/or Torres Strait Islander cultures to young Greek visitors to Australia,

demonstrating knowledge of cultural protocols including the protection of Indigenous cultural

and intellectual property

– creating a song to illustrate content or grammar either using a well-known tune or creating a

simple tune using an online music program

– composing the script of a play that reflects particular events in the life of young Greek-

speaking people growing up in Australia today

• create a range of bilingual texts and resources for the school and wider community, for example:

(ACLMGC026)

– creating a range of bilingual texts to entertain and inform others, such as video clips,

cartoons, posters and brochures

– creating an online bilingual class profile to present to Greek visitors to the school, including

translations and/or explanation of key terms and expressions associated with events or

school celebrations

Stage 5


– providing bilingual captions for images of Greek or Australian scenes to explain cultural

references, such as images of the bush, beach or city, festivals, Aboriginal Country (Saltwater

Country/Freshwater Country), and sites associated with Greece or Cyprus, eg Acropolis,

Parthenon, Meteora, Delphi, Evzones, panegyri

– providing vocabulary lists and annotated cultural explanations for Greek-speaking visitors to

events, eg Australian sports days, swimming carnivals or family barbecues, explaining

elements such as Australian slang and idiomatic language

– creating a bilingual or monolingual Modern Greek picture book to be presented and read to

students at the local primary school

– creating a short film with subtitles for a film competition

– using ICT to create a short bilingual presentation on a Greek festival

– creating a menu in Greek with footnotes in English about the ingredients of the dish

– creating bilingual descriptions of traditional Greek clothing items to be presented at a

multicultural school fashion parade


Students:

• compose a range of informative and imaginative texts using different formats to express ideas,

attitudes and values, for example: (ACLMGC0175, ACLMGC177)

– designing and presenting posters and advertisements for real and imaginary situations or

products, such as advertising an Australian product for the Greek market and vice versa

– creating an informative text such as a poster, a brochure or a digital page, eg a brochure

promoting a holiday destination, a poster for a doctor’s or dentist’s surgery encouraging

healthy eating, a webpage reviewing new music or film releases

– creating an alternative ending to a Modern Greek story, or film script

– composing and performing a poem, song, monologue or dialogue that reflects cultural values

and personal experiences

– adapting existing texts to change the emotional effect, or to represent different cultural values

or experiences, eg by changing the location, characters or era of a familiar story or cartoon

– creating and presenting various types of texts, such as skits or scripts for scenarios,

considering characters, themes and settings, for different audiences

• create a range of bilingual texts using different formats for a variety of contexts, purposes and

audiences, for example: (ACLMGC179)

– creating bilingual instructions for Greek visitors about how to play various Australian and

Modern Greek traditional sports

– creating a bilingual flyer for potential students and their parents at your school, explaining the

subjects that are taught there

– adding subtitles and captions in English to complement the Modern Greek language audio of

video clips, commercials, or cartoons

Stage 5



Students:

• compose a range of informative and imaginative texts, using a variety of formats for different

contexts, purposes and audiences, and experimenting with genre, textual features and stylistic

devices, for example:

– creating a presentation to showcase Aboriginal cultures and Torres Strait Islander cultures to

young Greek visitors in Australia, demonstrating knowledge of cultural protocols including the

protection of Indigenous cultural and intellectual property

– composing a speech on an aspect of popular youth culture for an audience of adults, eg Η

ζωή των νέων σήμερα ..., Τι περιμένουμε από τους γονείς μας; ..., Τα προβλήματα των νέων

– presenting their own opinion on a topical issue important to them, eg Τα κινητά και η χρήση

τους …, Η ραπ μουσική …,Ο σχολικός εκφοβισμός

– composing a poem, letter, email or text message to other learners of Modern Greek taking the

part of one of the characters from a story, myth, fable or novel, eg Ηρακλής, Οδυσσέας,

Αχιλλέας, Ιφιγένεια, Πηνελόπη, Ζορμπάς, Καραγκιόζης.

– using a familiar text type, such as those found in social media or a blog, to describe an

imaginative experience, eg their first day as an exchange student in a school in Greece or

Cyprus

• create a range of bilingual texts using different formats for a variety of contexts, purposes and

audiences, for example:

– translating literary texts, eg poems, songs or short stories, using print and online dictionaries

to develop their own linguistic repertoire and an understanding of the risks of word-for-word

translation

– producing a sign or poster in both Modern Greek and English, promoting the benefits of

learning Modern Greek in Australia

– creating a bilingual story book for primary school students that explores a contemporary

issue, such as an environmental issue, eg Κάθε ανάσα που παίρνουμε…

– exchanging translations of familiar texts with peers, through email or shared spaces, eg

ePals, and discussing different versions to develop a whole-class translation

Stage 5


Understanding

Systems of language

Outcomes

A student:

› demonstrates how Modern Greek pronunciation and intonation are used to convey meaning

LMG5-5U

› demonstrates understanding of how Modern Greek writing conventions are used to convey

meaning LMG5-6U

› analyses the function of complex Modern Greek grammatical structures to extend meaning

LMG5-7U

› analyses linguistic, structural and cultural features in a range of texts LMG5-8U

Related Life Skills outcomes: LMGLS-5U, LMGLS-6U, LMGLS-7U, LMGLS-8U

Content

Students:

• understand the intonation and phrasing patterns of spoken Greek, for example: (ACLMGU029)

– identifying ways in which stress and intonation convey meaning, eg affirmative and

interrogative sentences can be identical, therefore intonation is important to understand the

meaning

– using the Modern Greek question mark correctly ( ; ) and recognising that the semicolon used

in English is equivalent to the άνω τελεία

– using the Greek alphabet to spell out names or expressions, recognising similarities and

differences to English and application of letters of the Greek alphabet to mathematics,

science and engineering, eg π, δ, Σ, ξ, θ, σ, φ, α, Ω


interactions and applying this knowledge to own communication, eg when reading stories to

young children, asking questions, expressing emotion, exclamations and commands

• understand writing patterns of Modern Greek alphabet, for example: (ACLMGU029)

– recognising upper and lower cases of letters, eg Α α

– recognising the use of σ/ς, eg η σοκολάτα, ο άντρας

– using different vowels/diphthongs to create same sounds, eg ι / η / υ / ει / οι, ε / αι, ο / ω

– using diphthongs, eg αυ, ευ, ου, αι, ει, οι, υι

– using digraphs, eg γγ, γκ, ντ, μπ, τζ, τσ

• understand and use Modern Greek language and grammatical forms, and explore how to

use/combine these elements to express complex ideas, for example: (ACLMGU030)

– further developing metalanguage to describe and apply grammatical concepts and language

elements, and to organise learning resources, eg verb charts and lists of vocabulary /

numbers and sentence structures

– identifying and using definite and indefinite articles in Modern Greek even though they are not

used in English when the sentence begins with proper or collective noun, eg John is my

brother: Ο Γιάννης είναι αδερφός μου… Sydney is a big city: Το Σύδνεϋ είναι μεγάλη πόλη …,

Children go to school: Τα παιδιά πηγαίνουν στο σχολείο.

Stage 5


– using and conjugating common verbs in the present tense, eg εγώ γράφω, εσύ γράφεις,

αυτός/αυτή/αυτό γράφει, εμείς γράφουμε, εσείς γράφετε, αυτοί γράφουν(ε)

– using adverbs of negation, eg μη(ν), δε(ν)

– using nouns, including irregular plurals of nouns ‘borrowed’ from other languages, eg το / τα

στυλό …, το / τα γκαράζ …, το / τα μαγιό …, το / τα ταξί …, το/τα τζιν

– using adverbs of time and manner, eg σήμερα, αύριο, γρήγορα, αργά

– using prepositions, eg εκεί, εδώ, έξω, κάτω, κοντά, απέναντι

– using interrogatives, eg Πώς; Πού; Πόσο; Γιατί;

– using pronouns – personal, possessive, demonstrative, eg εγώ, εσύ, αυτός, μου, σου, του,

εκείνο, αυτό

– using αρέσει / αρέσουν to express likes and dislikes, eg Μου αρέσει ο ελληνικός καφές ..., Δε

μου αρέσουν οι ντολμάδες

– identifying and using the simple past and imperfect tense for common verbs, eg

διάβασα/διάβαζα …, αγόρασα/αγόραζα …, πήγα/πήγαινα

– recognising that είμαι / έχω / κάνω in the simple past and imperfect tense are the same, eg

ήμουν/είχα/έκανα

– identifying and using the future tense and exploring the use of conditional tense of regular

verbs, eg θα διαβάσω / θα διάβαζα …, θα αγοράσω / θα αγόραζα

– using collective nouns such as οικογένεια and recognising the use of singular verbs, eg Η

οικογένειά μου μένει σε μεγάλο σπίτι

– recognising some reflexive verbs, eg σηκώνομαι, πλένομαι, ντύνομαι, χτενίζομαι, ετοιμάζομαι

– using comparatives and superlatives to make descriptions more precise, eg ψηλός-

ψηλότερος-ο πιο ψηλός/ο ψηλότερος, καλός-καλύτερος-ο πιο καλός/ο καλύτερος

– identifying and using the genitive case with singular and plural, eg Το σπίτι του παιδιού/των

παιδιών, Η τσάντα της γυναίκας, Οι τσάντες των γυναικών.

• investigate the impact of factors such as media, technology, globalisation and popular culture on

Modern Greek, for example: (ACLMGU033)

– considering how globalisation has accelerated the introduction of English words and

expressions into Modern Greek, and discussing possible benefits and disadvantages

associated with the blending and mixing of languages, eg fashion/food/music

– finding examples online or in print of the cross-cultural influences between Modern Greek,

English and Australian English cultural expressions, art forms, food and vocabulary, eg zoo

animals, housing, καγκουρό, κοάλα, souvlakia, tsatsiki, taramosalata, baklava

– identifying how and why foreign words with Modern Greek equivalents are being adopted into

the Greek language, eg internet / διαδίκτυο, computer / υπολογιστής, email / ηλεκτρονική

διεύθυνση, σινεμά / κινηματογράφος

– identifying examples of the influence of media and technology on Modern Greek by

comparing advertisements

• apply knowledge of the interrelationship between linguistic elements, structure, context, purpose

and audience to a range of texts, for example: (ACLMGU031)

– applying understanding of the textual features of different text types to construct simple

narratives, messages, slogans or song lyrics, noticing how the choice of language and text

structure works to achieve each text’s purpose

– applying understanding and knowledge of the textual features of different text types to

deconstruct a simple text, locating features such as adjectives, adverbs, nouns, possessive

pronouns, verbs and various tenses, identifying how the choice of language and structure

achieves the text’s purpose

Stage 5


– interpreting, explaining and using textual conventions popular with Greek youth, such as the

use of contractions, abbreviations and acronyms in text messaging, eg μνμ (μήνυμα), κλμ

(καλημέρα), φλκ (φιλάκια), κτλβ (κατάλαβα), γτ (γιατί), λπν (λοιπόν), τλμ (τα λέμε), τεσπα

(τέλος πάντων)

– comparing Modern Greek and English versions of a text with easily recognisable language

features, eg a recipe, horoscope or invitation, recognising differences or similarities in

presentation or focus that might be culturally significant


Students:

• apply intonation and phrasing patterns in both formal and informal speech, for example:

(ACLMGU182)

– developing control of consonant and vowel combinations, double consonants, diphthongs,

intonation, stress and accents when reading aloud, eg recognising differences in

pronunciation between οι/όι (ρολόι), αι/αϊ (μαϊμού), ει/εϊ (θεϊκός)


interactions and applying this knowledge to own communication, such as in reading stories to

young children, asking questions, expressing emotion, exclamations and commands, eg use

of accent can affect meaning in monosyllabic words: πού;/που, πώς;/πως, ή/η

– recognising the impermanent and fluid nature of spoken language, identifying features such

as interactivity, and the use of repetition, pauses, interruptions and contractions, eg Σ’ αρέσει

ο μουσακάς;

• extend understanding to more advanced spelling rules, for example: (ACLMGU182)

– recognising that active verbs in the infinitive end in -ω, eg γράφω, διαβάζω, έχω, βρίσκω

– recognising that active verbs end in -ει in third-person singular, eg, αυτός μιλάει, αυτή ανοίγει,

αυτό περπατάει

– recognising the -ι ending of neuter nouns, eg το κορίτσι, το ποτήρι, το σκυλάκι, το γλέντι

– recognising the -ο ending of neuter nouns, eg το ποδήλατο, το αυτοκίνητο, το ζώο

– recognising the -η ending of feminine nouns, eg η κίνηση, η αγάπη, η υπομονή, η τηλεόραση

– recognising that verbs ending in -ίζω, -ώνω, and -αίνω in the infinitive retain the -ι, -ω, -αι in

all tenses (exceptions apply for -ίζω)

– recognising the -ε ending of all verbs in all past tenses, eg πούλησες, έτρεξε, σηκωθήκαμε,

κάνατε, πήγανε

– recognising that the sound ‘I’ is represented by the following letters or combination of letters,

depending on the context: Ι, ι, Η, η, Υ, υ, Ει, ει, Οι, οι

• understand how sophistication in expression can be achieved by the use of a variety of verb and

adjective conjugations, and other complex grammatical structures, for example: (ACLMGU183)

– further developing metalanguage to describe and increase control of grammatical concepts

and language elements, and to organise learning resources, eg verb charts and lists of

vocabulary and sentence structures

– recognising how grammatical choices can shade meaning, determine perspective and

establish relationship, such as an imperative verb mood can indicate authority or enthusiasm,

eg Σταμάτα!

– using conjunctions to link, clarify, sequence ideas and increase cohesion, eg αλλά, αφού,

γιατί, επειδή, καθώς, μόλις, όταν, προτού, όπως

– understanding and using adjectival agreement with nouns in gender, case and number, eg

Είδαμε ωραία χωριά και όμορφες παραλίες ..., Αγοράσαμε νόστιμα κρουασάν …

– using a range of adjectives and adverbs to modify and intensify meaning of a sentence, eg

Ευτυχώς που έφερα και την πολύχρωμη ομπρέλα μου!

Stage 5


– understanding the function of verb tenses to situate events in time, eg Εμείς θα φύγουμε

αύριο το πρωί ..., Πήγα στο σινεμά χθες. Also to express intention or desire, eg Πόσο θα

ήθελα να πάω στη Μύκονο μαζί σας!

– understanding and using a variety of reflexive verbs in present, past and future tenses, eg

σηκώνομαι, σηκώθηκα, θα σηκώνομαι/θα σηκωθώ

• research the phenomenon of language change in Greek-speaking communities, analysing and

comparing language use of previous generations with contemporary use, for example:

(ACLMGU186)

– reflecting on changes in their own language and culture due to influences such as technology

and social media, eg the use of abbreviations in text messaging or the replacement of words

by emoticons, and considering possible effects of such changes on Modern Greek and

English spelling

– investigating the state and nature of indigenous Modern Greek languages, considering

issues, eg revival of dialects and reclamation and drawing comparisons with revival,

reclamation and maintenance of Aboriginal languages and Torres Strait Islander languages in

Australia

– examining traditional and contemporary Greek texts and identifying expressions still in use

today, eg Εν τω μεταξύ

– recognising that language changes over time, eg by viewing Greek films in historical settings

and those in contemporary settings and discussing the language used

• understand the relationship between context, purpose, audience, linguistic features and cultural

elements in different types of personal, reflective, informative and persuasive texts, for example:

(ACLMGU184)

– identifying the use of cohesive devices, such as conjunctions, to sequence and link ideas and

actions in both Modern Greek and English media texts, eg αφού, όπως, αντιθέτως, παρά,

επίσης

– identifying the features of familiar types of texts, eg emails, slogans or public signs, and

recognising how the choice of language and structure works to achieve each text’s purpose

– recognising textual conventions used in a formal letter, email or article, identifying elements,

eg salutations, introductions, sequencing of ideas and the use of cohesive devices to link

paragraphs

– comparing features of spoken and written versions of texts, eg spoken and print

advertisements, face-to-face conversations and emails, to understand how text mode shapes

structure and helps a text achieve its purpose

– recognising the different conventions that shape texts, eg the use of descriptive language in

travel brochures, emotive language in advertisements or argument in debates

Stage 5



Students:

• apply the Modern Greek sound system in both formal and informal speech, understanding how

patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features

of texts, for example:

– experimenting with rhythm, tempo, stress, pitch and intonation in different situations,

analysing and comparing how they are used, eg when reading a story to an audience, or

having a casual conversation with friends

– analysing the intonation of the news reporters when presenting Greek news about political

stories, weather reports, sports results, current affairs

– understanding different intonation and accents of dialects, identifying in which regions the

dialect is used

• understand and apply complex grammatical structures to enhance communication and achieve

particular effects, for example:

– describing events across different times, choosing appropriate tenses, including present, past,

imperfect, future and conditional

– using passive, causative and passive-causative forms, eg Το βιβλίο γράφτηκε από τους

μαθητές ..., Έχουμε πληρωθεί ..., Πρέπει να φτιαχτεί η μηχανή ...

– using reflective language, eg Αισθάνομαι ..., Σκέφτομαι να ..., Αναρωτιέμαι αν...

– understanding and experimenting with word order in Modern Greek and how it can make

subtle changes to meaning, such as moving an adjective from its normal position to

emphasise its meaning, eg Έφαγα λουκουμάδες, γλυκούς και αφράτους!

– recognising the order of pronouns to emphasise who is carrying out an action or to refer to a

person or thing, and applying agreement in gender and number to identify subject and object,

eg Κανείς δεν είναι τέλειος ..., Μου αρέσουν αυτοί που λένε την αλήθεια

– expressing opinions using present subjunctive, eg Θέλω να τρώω παγωτό κάθε μέρα! ...,

Όταν πίνετε, μην οδηγείτε! ..., Θέλεις πάντα να είσαι το επίκεντρο της προσοχής! ...

– using persuasive language to achieve the desired outcome, eg Σας παρακαλώ …, Σας

προτείνω …, Σας περιμένω …, Ελάτε! …, Τιμή ευκαιρίας! …, Θα χάσετε! ..., Τελευταία

προσφορά!

• understand the relationship between context, purpose, audience, linguistic features and cultural

elements in different types of personal, reflective, informative and persuasive texts, for example:

– identifying stylistic features of formal text types, eg when presenting an argument in a speech

or essay, using terms such as Είναι γνωστό ότι …, Αρχικά …, Πρέπει να εξετάσουμε …,

Τελικά ...

– recognising the purpose of particular texts to affect others such as by influencing opinions and

reactions, eg in advertisements, reviews of films, concerts or fashion style

– recognising main features of a range of text types in Greek, eg plays, songs, poetry, and

discussing how they are used and how they add to the richness of the text

– analysing texts, such as advertisements and magazine articles, and discussing linguistic and

cultural elements

Stage 5


Understanding


Outcome

A student:

› explains and reflects on the interrelationship between language, culture and identity LMG5-9U

Related Life Skills outcome: LMGLS-9U

Content

Students:

• analyse and explain how and why language use varies according to social and cultural contexts,

relationships and purposes, for example: (ACLMGU032)

– comparing features of written and spoken Modern Greek that reflect different communicative

purposes, eg formal grammatical structures in letters compared to conversational markers or

interjections to support the flow of face-to-face conversation

– analysing differences in communicative style between formal and informal interactions, eg Τι

κάνεις; Τι κάνετε; Πώς είσαι; Πώς είστε;

– recognising that language is used differently to achieve different purposes, eg use of

contractions, emoticons and acronyms in text messages for the purposes of speed and

economy; and the use of slang, specialised or inclusive language to establish shared interest

or identity

– recognising changes in style, lexicon and grammatical structures, observing how the same

facts may be communicated differently by different people in different contexts, eg Καλημέρα!

Γεια! Αντίο! Τα λέμε...!

• understand that language, culture and communication are interrelated and shaped by each other,

for example: (ACLMGU034)

– understanding that language carries cultural associations and indicates priorities in regard to

individual, collective and family relationships

– exploring how language and culture influence each other, such as Modern Greek terms of

address that reflect respect and status, eg Κύριε διευθυντή/ά, diverse cuisines and food-

related terms and expressions that reflect cultural diversity in Greece/Cyprus or Australia

– examining how changes to the Modern Greek language reflect changes in some cultural

practices and attitudes, eg τα φασφουντάδικα, η γιατρός instead of η γιατρίνα

– considering the cultural significance of language associated with certain social interactions,

such as wedding invitations compared to a teenage party, greeting and taking leave from

people you know, eg φιλί στο μάγουλο vs χειραψία

– evaluating own and others’ assumptions and generalisations about values, beliefs, cultural

norms and practices of Greek-speaking communities and how these influence intercultural

exchange

– creating a gift pack of symbols and expressions to introduce Greek/Cypriot students to

Australian languages and cultures, and explaining the reasons for particular choices

– critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites

in Modern Greek that show different representations of culture, reflecting on language use,

images and symbols

Stage 5


• reflect on intercultural experiences as a learner of Modern Greek, recognising how cultural identity

influences ways of communicating, thinking and behaving, for example: (ACLMGC027,

ACLMGC028)

– interacting with Greek speakers, eg students from a buddy school or exchange students,

reflecting on how languages choices might be interpreted and making relevant adjustments to

convey intended meaning

– discussing incidences in Modern Greek language exchanges when miscommunication has

occurred, and reflecting on why or how this happened, eg Modern Greek–English false

friends such as κόσμος (people) not cosmos, κοστούμι (suit) not costume, σμόκιν (dinner

jacket) not smoking, συμπάθεια (liking, attraction) not sympathy

– recognising how identity is expressed through languages spoken by people in various cultural

contexts, including the range of languages spoken by classmates and family or community

members

– discussing Modern Greek expressions that can be misinterpreted if translated literally, eg

κάνει την πάπια! ..., Βγήκε απ’ τα ρούχα του! ..., Βρέχει καρεκλοπόδαρα! ..., Μου έφαγες τα

αυτιά! ..., Μου κάνει τη ζωή πατίνι! ..., Γίναμε μαλλιά κουβάρια! ..., Θα φας ξύλο! ..., Τα έκανα

θάλασσα!

– analysing the use of social media in a Greek context and discussing the ways language use

changes to reflect changes in cultural habits in 21st century Greek society

– reflecting on samples of language that present different levels of politeness and deciding how

language is affected by cultural norms and situations

Stage 5



Students:

• analyse and explain how and why language use varies according to social and cultural contexts,

relationships and purposes, for example: (ACLMGU185)

– evaluating how language choices reflect social relations and priorities, eg language used

between friends, family, teachers, sport coaches

– identifying specific words that reflect cultural concepts, eg φιλότιμο, κέφι, μεράκι, παρέα,

γλέντι, παλικάρι, λεβεντιά, μερακλής, μάγκας, καημός

– analysing degrees of formality in correspondence, eg Γεια σου Λάκη ..., Τα λέμε ..., Σοφία μου

..., Φιλάκια ..., Αγαπητή κυρία Ανδρέου ...,, Με τιμή ..., Αξιότιμοι κύριοι ..., Με σεβασμό

• analyse the reciprocal relationship between language, culture and communication, and how this

relationship reflects values, attitudes and beliefs, for example: (ACLMGU187)

– discussing their own and others’ attitudes towards cultural diversity and difference, such as

the use of stereotypes and generalisations, and considering how these affect communication

– keeping a journal or e-portfolio to record perceptions of how using and learning Modern Greek

has affected their own assumptions about Modern Greek language and culture

– participating in guided discussion and reflection on the nature and role of culture and its

relationship with language, noting any shifts in their own attitudes, values or understandings

about culture, identity and diversity as a consequence of learning and using Modern Greek

• reflect on how their own cultural identity both influences and is shaped by ways of communicating,

thinking and behaving, for example: (ACLMGC180, ACLMGC181)

– reflecting and reporting on how learning Modern Greek provides insights into language and

culture in general, and how their own assumptions about Greece have changed as a result of

intercultural language learning

– recounting personal experiences and expressing opinions through a range of texts, eg writing

an autobiography indicating how their identity has changed and why, giving a speech about

their family history and generational influences

– surveying a group of students studying Modern Greek and analysing what their assumptions

were prior to studying Modern Greek, whether these views have changed and whether the

study of Modern Greek has helped them understand their first language better

– discussing how adults and young Greeks communicate and how it is different to the way

Australians communicate, eg the greeting of people you do not know when entering a shop,

doctor’s practice, with neighbours, the shaking of hands, the kissing of both cheeks, the

upward movement of the head to signal ‘no’, and the use of hand gestures (the open palm

directed at someone’s face is offensive)

– reflecting on own experiences of the influence of language and culture, identifying

experiences of inclusion or exclusion, or the marking of respect, values and attitudes

Stage 5



Students:

• analyse how and why language use varies according to social and cultural contexts, relationships

and purposes, for example:

– examining a level of politeness in language and how the language changes, depending on

the audience, eg Κυρίες και κύριοι vs Γεια σας παιδιά!

– using and analysing language, body language and gestures in culturally appropriate ways

specific to Greek speakers in forms of expression such as idioms and slang

– examining the complexity of language, eg the highly academic technical language used in

formal written Modern Greek and how it differs to spoken Modern Greek

– recognising the importance of learning and using different languages to access the cultural

practices, values and beliefs of others

– analysing and describing how language use and culture are interrelated and reflect and shape

relationships, practices and attitudes across the Greek-speaking communities

• discuss how meanings vary according to cultural assumptions that Modern Greek and English

speakers bring to interactions, and how mutual understanding can be achieved, for example:

– exploring language and communicative behaviours, associated with particular Greek-

speaking regions or geographic locations to understand how factors such as geography,

climate and economic situation shape language practices

– examining how a concept like humour is conveyed in Modern Greek in ways that reflect

lifestyles, values or traditions, and discussing how this may be perceived by non-native

speakers of Modern Greek

– discussing and comparing the differences in Greek and English-speaking cultures and what is

acceptable behaviour in both cultures

• reflect on their language choices, and communicative and cultural behaviours in Modern Greek

and English-speaking contexts, for example:

– reflecting on how their language choices, including the use of English and Modern Greek, are

indications of their sense of identity within a particular context

– comparing and contrasting the Greek and Australian experience and considering how identity

may shift according to place and time

– reflecting on their own cultural values and evaluating how these intersect with mainstream

values when interacting in Modern Greek and English-speaking contexts

– recognising differences in the nature and function of some elements of communication in

Modern Greek compared to English, eg the enjoyment of debate as a social rather than

confrontational activity; and greater levels of directness in exchanges, eg making requests

using direct imperative

– discussing whether or not they believe that the study of Modern Greek has influenced their

own identity, and explaining their opinions to others

– reflecting on the impact of the Greek migration on many other languages and cultures, eg by

conducting a classroom project on Greek ideas which have shaped and influenced the world

Life Skills


Years 7–10 Life Skills Outcomes and Content

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Modern

Greek K–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content,

consideration should be given to other ways of assisting the student to engage with the regular course

outcomes. This assistance may include a range of adjustments to teaching, learning and assessment

activities.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and

Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and

content. This decision should be made through the collaborative curriculum planning process

involving the student and parent/carer and other significant individuals. School principals are

responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:

• students are required to demonstrate achievement of one or more Life Skills outcomes

• specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests

and prior learning of each student

• achievement of an outcome may be demonstrated through selected Life Skills content

• outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and

content can be found in support materials for:

• Languages


• Life Skills.

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/collaborative-curriculum-planning




Life Skills


Years 7–10 Life Skills Outcomes

Table of objectives and outcomes


Objective

Students:

• Interacting: exchanging information, ideas and opinions, and socialising, planning and

negotiating*

Life Skills outcome

A student:

LMGLS-1C

uses Modern Greek to interact with others in everyday contexts

Objective

• Accessing and responding: obtaining, processing and responding to information through a

range of spoken, written, digital and/or multimodal texts*

Life Skills outcomes

A student:

LMGLS-2C

accesses and obtains information from a range of texts

LMGLS-3C

responds to information and ideas for a range of purposes and/or audiences

Objective

• Composing: creating spoken, written, bilingual, digital and/or multimodal texts*

Life Skills outcome

A student:

LMGLS-4C

composes texts in Modern Greek using a range of formats

Life Skills



Objective

• Systems of language: understanding the language system, including sound, writing, grammar

and text structure; and how language changes over time and place*


A student:

LMGLS-5U

explores Modern Greek pronunciation and intonation patterns

LMGLS-6U

engages with letter combinations and/or symbols in Modern Greek

LMGLS-7U

explores Modern Greek language patterns and structures

LMGLS-8U

engages with a variety of text structures

Objective

• The role of language and culture: understanding and reflecting on the role of language and

culture in the exchange of meaning, and considering how interaction shapes communication and

identity*

Life Skills outcome

A student:

LMGLS-9U

explores their own and other languages and cultures





Values and attitudes objectives

Students:

• develop an interest in and enjoyment of language learning

• appreciate and value their own heritage, culture and identity

• appreciate and respect the culture, beliefs and values of others through language learning.

Life Skills


Years 7–10 Life Skills and Related Syllabus Outcomes


Objective

• Interacting: exchanging information, ideas and opinions, and socialising, planning and

negotiating

Life Skills outcome

A student:

Related Stage 4 and 5 outcomes

A student:

LMGLS-1C

uses Modern Greek to interact with others in

everyday contexts

LMG4-1C

uses Modern Greek to interact with others to

exchange information, ideas and opinions, and

make plans

LMG5-1C

manipulates Modern Greek in sustained

interactions to exchange information, ideas and

opinions, and make plans and negotiate

Objective

• Accessing and responding: obtaining, processing and responding to information through a

range of spoken, written, digital and/or multimodal texts


A student:


A student:

LMGLS-2C

accesses and obtains information from a range

of texts

LMG4-2C

identifies main ideas in, and obtains information

from texts

LMG5-2C

identifies and interprets information in a range of

texts

LMGLS-3C

responds to information and ideas for a range of

purposes and/or audiences

LMG4-3C

organises and responds to information and ideas

in texts for different audiences

LMG5-3C

evaluates and responds to information, opinions

and ideas in texts, using a range of formats for

specific contexts, purposes and audiences

Life Skills


Objective

• Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome

A student:


A student:

LMGLS-4C

composes texts in Modern Greek using a range

of formats

LMG4-4C

applies a range of linguistic structures to

compose texts in Modern Greek using a range of

formats for different audiences

LMG5-4C

experiments with linguistic patterns and

structures to compose texts in Modern Greek

using a range of formats for a variety of contexts,

purposes and audiences


Objective

• Systems of language: understanding the language system, including sound, writing, grammar

and text structure; and how language changes over time and place


A student:


A student:

LMGLS-5U

explores Modern Greek pronunciation and

intonation patterns

LMG4-5U

applies Modern Greek pronunciation and

intonation patterns

LMG5-5U

demonstrates how Modern Greek pronunciation

and intonation are used to convey meaning

LMGLS-6U

engages with letter combinations and/or symbols

in Modern Greek

LMG4-6U

demonstrates understanding of key aspects of

Modern Greek writing conventions (if

appropriate)

LMG5-6U

demonstrates understanding of how Modern

Greek writing conventions are used to convey

meaning

http://www.australiancurriculum.edu.au/glossary/popup?a=L&t=Pronunciation

Life Skills



A student:


A student:

LMGLS-7U

explores Modern Greek language patterns and

structures

LMG4-7U

applies features of Modern Greek grammatical

structures and sentence patterns to convey

information and ideas

LMG5-7U

analyses the function of complex Modern Greek

grammatical structures to extend meaning

LMGLS-8U

engages with a variety of text structures

LMG4-8U

identifies variations in linguistic and structural

features of texts

LMG5-8U

analyses linguistic, structural and cultural

features in a range of texts

Objective

• The role of language and culture: understanding and reflecting on the role of language and

culture in the exchange of meaning; and considering how interaction shapes communication and

identity

Life Skills outcome

A student:


A student:

LMGLS-9U

explores their own and other languages and

cultures

LMG4-9U

identifies that language use reflects cultural

ideas, values and beliefs

LMG5-9U

explains and reflects on the interrelationship

between language, culture and identity

http://www.australiancurriculum.edu.au/glossary/popup?a=L&t=Language

Life Skills


Years 7–10 Life Skills Content

The Years 7–10 Life Skills content is suggested.

Content describes the intended learning for students as they work towards achieving one or more of

the Life Skills outcomes. It provides the foundations for students to progress to the next stage of

schooling or post-school opportunities.

Teachers will make decisions about the choice of outcomes and selection of content regarding the

sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests

and prior learning of students. Examples provided in the content are suggestions only. Teachers may

use the examples provided or use other examples to meet the particular needs of individual students.

Life Skills


Communicating

Interacting

Outcome

A student:

› uses Modern Greek to interact with others in everyday contexts LMGLS-1C

Related Stage 4/5 outcomes: LMG4-1C, LMG5-1C

Content

Students:

• use language to interact with peers and known adults, for example:

– recognising and responding to basic greetings, eg Γεια σου/σας!

– responding to questions in everyday situations, eg Πώς είσαι/είστε;..Τι κάνετε;..., Καλά..., ΄Ετσι

κι έτσι ...

– introducing themselves and exchanging personal details with others, eg Με λένε …Τον/Την

λένε …, Αυτός είναι ο φίλος μου, ο Γιάννης.

– recognising everyday objects and concepts in Modern Greek, eg places, classroom objects

– initiating questions, eg Πώς σε/σας λένε; ..., Πού μένεις; ..., Πόσων χρονών είσαι;

– participating in a conversation eg Με λένε …, Είμαι ... χρονών ..., Είμαι Έλληνας/Ελληνίδα ...,

Μένω στην Αυστραλία.

– recognising Modern Greek words related to topics of interest, eg school, sport, music

– sharing information about aspects of their personal world, such as family, friends,

entertainment, sport or leisure, eg Παίζω ποδόσφαιρο ..., Διαβάζω.

– sharing opinions and ideas, eg what they like and dislike, eg Ναι, μου αρέσει ..., Μου αρέσει η

μουσική..., Όχι, δε μου αρέσει..., Δε μου αρέσει το σχολείο.

• engage in everyday collaborative activities and participate in classroom routines, for example:

– responding to cues for turn-taking

– using ‘please’ and ‘thank you’ when collaborating with others, eg παρακαλώ ..., ευχαριστώ

– responding to ‘yes’ and ‘no’ questions about learning activities, eg Σου αρέσουν τα

Μαθηματικά;

– responding to directions, eg στα δεξιά ..., πάμε αριστερά;

– responding to classroom instructions, eg Καθίστε!

– identifying the time for a particular activity, eg Στις δώδεκα θα φάμε μεσημεριανό.

– expressing needs and wants, eg using a choice board to indicate preference for an activity

– participating or cooperating with others in a shared event, eg popular Greek games, songs or

dances, planning an outing, arranging to meet for lunch, organising a birthday party

– following activities on a class schedule or lessons on a school timetable

– seeking assistance or permission, eg Σε/Σας παρακαλώ …, Συγνώμη, κύριε/κυρία …,

– accepting or declining an invitation, eg Ναι, ευχαρίστως …, Συγνώμη, δεν μπορώ!

– expressing opinions, eg Είναι δύσκολο …, Είναι εύκολο …, Εντάξει!

Life Skills


Content for students with prior learning, experience and/or background

Students:

• initiate and sustain interactions with peers and known adults, for example:

– initiating conversations

– responding to questions about themselves, eg Έχω δύο αδελφές …, Το σπίτι μου είναι μικρό.

– sustaining interactions by asking questions, eg Πότε; ..., Γιατί; ..., Τι έγινε μετά απ’ αυτό;

– following a scaffold to share an opinion and/or point of view in an online forum, such as why

their sports team should win the competition, eg Η ομάδα μου είναι πολύ καλή! …, Το τένις

είναι καλό σπορ!

– participating in a conversation and elaborating on ideas, eg Όταν βρέχει, βλέπω τηλεόραση.

– using modelled language to share their thoughts, feelings and/or preferences in an email or

online forum, eg about owning and caring for a pet, eg Αγαπώ τον σκύλο μου! Είναι έξυπνος!

– sharing experiences online with a Greek friend about life at an Australian school, eg Στο

σχολείο κάνω Ελληνικά.

• engage in everyday collaborative activities that involve planning and negotiating, and participate

in classroom routines, for example:

– giving and following instructions, eg Βάλτε τις τσάντες σας κάτω απ’ τα θρανία σας ...,

Έλα/Ελάτε να πάμε στα μαγαζιά να κάνουμε ψώνια.

– following directions to a location using online tools or maps

– asking for clarification, eg Πώς;..., Τι είπες/Τι είπατε;

– responding to open-ended questions about learning activities, eg Πότε έχουμε Ιστορία;..., Τι

μάθημα έχεις τώρα;

– allocating and swapping roles in group activities

– negotiating tasks in group work

– using digital tools to collaborate with others in a shared event, eg planning a weekend outing,

arranging to meet for lunch, organising a birthday party

– seeking help, permission and advice, eg Τι νομίζεις/νομίζετε; ..., Ίσως μπορείς/μπορείτε …,

Μήπως ξέρεις/ξέρετε …;

– elaborating on ideas and opinions, such as why it’s not a good idea to go out this weekend,

eg Δε θα πάω στο σινεμά γιατί έχω διάβασμα.

– offering suggestions and advice, eg Πρέπει να …, Νομίζω ότι …, Είναι εντάξει…

– collaborating with others to make decisions and/or solve problems in group activities, eg

choosing when and where to meet, which restaurant to eat at, which film to see and at what

time, eg Θέλετε να βγούμε; ..., Τι ώρα; ..., Η ταβέρνα έχει καλό φαγητό.

– collaborating with others, to express opinions, thoughts and ideas, eg Η ταινία ήταν πολύ

καλή! …, Καλή ιδέα! ..., Μπράβο!

Life Skills


Communicating


Outcomes

A student:

› accesses and obtains information from a range of texts LMGLS-2C

› responds to information and ideas for a range of purposes and/or audiences LMGLS-3C

Related Stage 4/5 outcomes: LMG4-2C, LMG4-3C, LMG5-2C, LMG5-3C

Content

Students:

• access texts and locate information, for example:

– recognising information in Modern Greek signs and symbols

– recognising known words and phrases in Modern Greek texts, eg greetings, days of the week

– identifying known words and phrases in simple texts, eg colours or numbers in a song, days

of the week in a rhyme or poem, time or names in a conversation

– recognising the days of the week or months of the year on a calendar or timetable

– locating information in Modern Greek on a print or online map, eg locating Greece on a world

map, locating popular sites such as the Acropolis on a map of Athens

– identifying key information in Modern Greek, eg numbers, names, dates, times,

measurements, cities

– locating and identifying key information in Modern Greek print, digital, audio or visual texts, eg

timetables, recipes, menus, invitations, posters, identity cards, passports, emails

– identifying features of objects and/or people in a Modern Greek text, eg Η γυναίκα είναι ξανθιά

και έχει πράσινα μάτια.

– obtaining specific information from written Modern Greek texts in a variety of ways, eg

matching words with pictures, sequencing words and sentences

• respond to information in a variety of formats using modelled language, for example:

– using pictures, body language or gestures to respond to information on a familiar topic

– responding to known words and phrases

– responding to information on a familiar topic

– responding to simple questions or ideas about a text, eg a well-known story, a Greek myth

– responding to a simple email in Modern Greek from a real or imaginary friend

– responding to information presented in a variety of formats, eg graph, poster, report, digital

presentation

– responding to ideas and opinions about a youth issue in a group forum, eg class discussion,

blog, Google chat, game or activity

– exploring information presented in texts, eg a travel website about a popular tourist

destination in Greece

– collating and presenting information about familiar topics using simple statements, images

and ICT where appropriate, eg a presentation on their family, weekend activities

Life Skills



Students:

• access and select relevant information and ideas from a range of texts, for example:

– identifying main points and specific details in a range of Modern Greek texts

– locating and identifying relevant information in Modern Greek texts, eg focusing on familiar

and predictable situations and answering questions in English or Modern Greek

– exploring information from a range of print and online sources in Modern Greek, eg about

schools, pop music, sport in Greece/Cyprus and Australia, youth issues

– organising and interpreting information in Modern Greek, eg recording information in a

timeline or profile about a famous person or event

– describing information and ideas gathered from Modern Greek texts, eg describing a

character from a Greek story or film

• respond to information on a range of topics, events or experiences in a variety of formats, for

example:

– presenting information about a familiar topic, eg surveying opinions of classmates and

presenting findings using spreadsheet programs

– responding to more complex questions or ideas about texts, eg a well-known myth or fable

– gathering information about a special event in Greece or Cyprus, eg a festival, and presenting

a short report, using photographs, illustrations, captions or diagrams

– delivering a presentation about a Greek festival or tradition using information gathered from

multiple sources

– researching information about a popular tourist destination in Greece/Cyprus and creating a

brochure in Modern Greek and English

Life Skills


Communicating

Composing

Outcome

A student:

› composes texts in Modern Greek using a range of formats LMGLS-4C

Related Stage 4/5 outcomes: LMG4-4C, LMG5-4C

Content

Students:

• compose texts in a variety of formats, using modelled language, for example:

– participating in creating texts on familiar topics, eg family tree, a digital mindmap

– labelling photographs from a school excursion in Modern Greek for classroom display, eg Το

εστιατόριο “Κέφι”

– creating a print or digital greeting card to a friend to say ‘Χρόνια Πολλά’ or wish them ‘Καλές

Γιορτές’

– creating a shopping list of ingredients required to cook a Greek meal from a recipe, eg αλεύρι,

αβγά,γάλα, πορτοκάλια

– creating a timetable of weekly or monthly activities, eg Τρίτη, έξι Οκτωβρίου - 11.00 π.μ. -

οδοντίατρος

– filling in a personal profile for a simulated social meda site

– creating a visual text using simple Modern Greek words and phrases, eg poster of Άγρια Ζώα,

poster about sustainability at school

– creating a print or digital Greek menu using images, word banks and sample sentence

patterns for a class restaurant

– creating speech bubbles in a comic strip

– composing a self-introduction for meeting new students

– composing a simple recount, letter to a friend, poem or narrative in Modern Greek about a

recent event, eg a holiday, an excursion, a celebration

• create bilingual texts, for example:

– matching Modern Greek words with corresponding English words

– labelling familiar objects in Modern Greek and English, eg classroom items

– creating a print or digital visual display of new vocabulary, eg posters, flashcards

– creating a bilingual picture dictionary of new words, eg Η οικογένεια …, Τα ρούχα ..., Το σπίτι

– creating a bilingual poster, eg of a school map, of a school canteen menu

– making a dictionary of learned vocabulary for the class, using word-processing program

Life Skills



Students:

• compose texts in a variety of formats for different contexts and purposes, for example:

– creating a print or digital menu in Modern Greek for a class restaurant including some details

about each item

– composing a recount, eg of a school excursion for the school newsletter

– composing a diary entry, including phrases about how they felt, eg Η πρώτη μου μέρα στο

γυμνάσιο/λύκειο, ήταν δύσκολη / κουραστική

– producing an advertisement, eg to promote a class restaurant, a cultural event such as 25η

Μαρτίου, 28η Οκτωβρίου ..., or an environmental cause such as Earth Hour

– creating their own version of a popular children’s game, eg Ο Σίμος λέει…

– composing print or digital imaginative texts using modelled examples, including accents

– composing simple texts using appropriate text structures from modelled examples, eg email,

diary, letter, report, speech

• create bilingual texts for the classroom and the wider community, for example:

– creating or selecting information for bilingual classroom posters, eg a poster about not eating

in the classroom

– producing a bilingual word bank containing vocabulary learnt in class

– creating lyrics in Modern Greek to a well-known song/nursery rhyme originally in English

– creating a digital presentation for the class spoken in Modern Greek with English subtitles, eg

a presentation about celebrities

– creating a bilingual notice, eg for the school to notify Greek-speaking parents of a multicultural

event

– creating a bilingual version of a well-known myth/children’s story using illustrations and simple

language structures

– composing a simple multimodal text about a recent event in English and Modern Greek for

the school newsletter or local newspaper

Life Skills


Understanding

Systems of language

Outcomes

A student:

› explores Modern Greek pronunciation and intonation patterns LMGLS-5U

› engages with letter combinations and/or symbols in Modern Greek LMGLS-6U

› explores Modern Greek language patterns and structures LMGLS-7U

› engages with a variety of text structures LMGLS-8U

Related Stage 4/5 outcomes: LMG4-5U, LMG4-6U, LMG4-7U, LMG4-8U, LMG5-5U, LMG5-6U,

LMG5-7U, LMG5-8U

Content

Students:

• recognise features of the Modern Greek sound system, such as pitch, accent, rhythm and

intonation, for example:

– recognising nonverbal communication, eg shaking hands

– recognising that someone has a different accent such as a Greek/Cypriot accent when they

speak English

– recognising that tone, pitch and volume varies according to speaker’s mood

– identifying the characteristic of rising intonation when asking questions

– exploring nonverbal communication such as the upward head movement to signal ‘no’

– recognising and reproducing the sounds of the Modern Greek alphabet

– exploring the similarities and differences between the Modern Greek alphabet and the English

alphabet

– recognising that Greek vowels have accents on top of them which denote the stressing of that

syllable

• recognise features of the Modern Greek writing system, for example:

– recognising there are 24 letters in the Greek alphabet

– recognising differences between Modern Greek script and the Roman alphabet

– recognising that the accent mark indicates emphasis, eg μαμά, έλα

– identifying differences in the use of punctuation marks in English and Modern Greek, eg full

stop, comma, exclamation mark and question mark

• recognise elements of Modern Greek grammar and sentence patterns, for example:

– recognising numerals, eg cardinal, ordinal, dates, time

– recognising definite and indefinite articles, eg ο / οι / ένας …, η / οι / μία …, το / τα / ένα…

– recognising interrogatives, eg Τι; …, Ποιος; …, Πώς; …, Πού;…

– identifying a question and the question mark

– recognising verbs related to daily activities, eg Διαβάζω…, Βλέπω…, Πηγαίνω …, Γράφω

– recognising subject pronouns, eg Εγώ …, Εσύ…, Αυτός/ή/ό …, Εμείς …, Εσείς …, Αυτοί/ές/ά

– recognising commonly used adverbs to qualify verbs and adjectives, eg πολύ, τώρα, μετά...

– recognising standard word order, eg subject–verb–object Η Άννα διαβάζει ένα βιβλίο ...

Life Skills


– recognising the use of second-person plural to denote respect/courtesy, eg Τι κάνετε, κυρία;

Πώς σας λένε;

– using a range of verb forms and tenses

– recognising that words in Modern Greek have different endings which relate to their gender

and number, eg καλοί δάσκαλοι ..., καλές μαθήτριες …, άσπρα σπίτια ...

• recognise the dynamic nature of Modern Greek and other languages, for example:

– recognising Modern Greek words that are commonly used in English, eg marathon,

democracy, music, marmalade, panic

– recognising cognates in a sentence, eg αεροπλάνο (aeroplane), αστροναύτης (astronaut),

καθολικός (catholic), φιλοσοφία (philosophy)

– recognising that the Modern Greek language borrows and adapts words and expressions

from English and other languages, eg σινεμά, γκαράζ, σούπερ μάρκετ, πάρκινγκ, μπαρ,

κλαμπ

– recognising Modern Greek words and phrases that have emerged in response to new ideas

and developments in communications and technology, eg ιστοσελίδα, κομπιούτερ, ίντερνετ

• explore how different texts are structured, for example:

– identifying the format of familiar texts, eg a greeting card, an invitation, a letter, an email, a

menu, a news article

– identifying language forms and features of texts, eg a date, time and venue in an invitation

– exploring the purpose and audience of a range of texts

– recognising that texts may vary in different languages

Life Skills



Students:

• recognise and use Modern Greek pronunciation and intonation patterns, for example:

– applying correct pronunciation and intonation when speaking

– recognising the difference between Modern Greek and English pronunciation

– recognising the pronunciation of vowel and consonant combinations, eg τζ..,γγ...,ου..,.αυ

– exploring the function of accents in Modern Greek

– exploring the role of emphasis, stress and rhythm in expressing subtle meanings in

interactions

• recognise and use the Modern Greek writing system, for example:

– identifying that the accent mark is only used on vowels

– using the accent mark correctly when composing simple Greek texts

– using punctuation marks correctly when composing simple Greek texts, eg question mark,

semicolon, colon and quotation marks

• recognise and use elements of Modern Greek grammar and sentence structure, for example:

– recognising different question words, eg Πόσα; …, Ποιος; …, Τι; …, Γιατί; …

– recognising some tenses, such as present, simple past and future, eg Έχω …, Είχα…, Θα

έχω

– exploring sentence structures in Modern Greek, eg Ο πατέρας μου είναι μηχανικός.

– identifying that adjectives in Modern Greek are placed before the noun, as in English, eg

παλιό αυτοκίνητο

– recognising that some grammatical features such as subject pronouns are not needed in

Modern Greek if they would normally be used at the beginning of a sentence, eg Γράφεις

γράμμα στη γιαγιά σου;

– exploring the agreement system with other aspects of language, such as adjectives, articles,

pronouns or verbs, eg Οι καλοί μαθητές διαβάζουν πολύ ..., Οι καλές μαθήτριες διαβάζουν

πολύ .., Τα άσπρα σπίτια είναι καινούργια.

• explore how Modern Greek has changed, for example:

– exploring the influence of technology and globalisation on Modern Greek, eg mobile phones,

computers

– exploring the existence of foreign words in Modern Greek

– recognising the impact of youth culture on language, such as the use of English words in

Greek music, films and advertising, eg παμπ, πάνελ, παζλ, πακέτο, πάντα, πανκ, πάρτι, πινγκ

πονγκ, πιτζάμα

– exploring ways in which endangered languages can be revived, including Aboriginal

languages and Torres Strait Islander languages

• explore and recognise textual conventions of familiar multimodal texts, for example:

– exploring a range of texts in Modern Greek

– recognising how content is organised in a range of texts in Modern Greek, including headings,

images, use of scripts and fonts

– demonstrating appropriate structure when composing texts

– applying knowledge of text features to locate key information in a range of texts, eg maps,

menus, emails, advertisements and recipes

– engaging with familiar texts in both Modern Greek and English and explaining how the

content and features of the text suit its purpose, eg the menu has pictures of dishes to help

the customer understand what kind of food it is

Life Skills


Understanding

Role of language and culture

Outcome

A student:

› explores their own and other languages and cultures LMGLS-9U

Related Stage 4/5 outcomes: LMG4-9U, LMG5-9U

Content

Students:

• explore how language changes in formal and informal contexts, for example:

– recognising that greetings can change when talking to teachers or peers

– observing forms of communication in different situations, eg telephone conversations Εμπρός!

– exploring how different people use language in different ways, eg formal and informal

language

– recognising formal and informal language, eg the difference between εσύ and εσείς

– varying basic phrases according to the relationship, age and familiarity, eg Γεια σου, μαμά! …,

Χαίρετε, κύριε.

• explore links between language, culture and behaviours, for example:

– recognising countries where Greek is the main language spoken

– recognising that there are culturally appropriate expressions and behaviours for particular

contexts, eg the way you are dressed when attending church

– exploring nonverbal communication in different contexts, eg use of hand gestures for

expression or emphasis, not pointing at someone with the index finger as this is considered

impolite

• explore their own and others’ lifestyles, beliefs and cultural practices, for example:

– exploring the range of languages spoken in Australia, including Aboriginal languages and

Torres Strait Islander languages

– identifying people in the local community or in the media who speak a different language,

including Aboriginal and Torres Strait Islander languages, eg ‘My mum’s friend is from

Cyprus, and she speaks Modern Greek’, ‘the local Elders speak the language of their

Country’

– participating in a traditional Greek game or song

– exploring and participating in specific Greek celebrations and cultural traditions, eg

Πρωτομαγιά, Δεκαπενταύγουστο

– exploring Greek money systems, eg participating in scenarios using euro currency

– exploring popular entertainment and recreational activities

– participating in a shared meal of Greek food and identifying customs associated with the

culture, eg κάνουμε τον σταυρό μας

– exploring the ways special events are celebrated differently across geographical regions, eg

Απόκριες

– sharing information about themselves and their family background, eg their age, interests,

country of origin

Life Skills


– comparing everyday experiences of Greek-speaking and Australian people, eg sharing

experiences of school life with a Greek friend online

– comparing cultural practices around the world, including those of Aboriginal communities and

Torres Strait Islander communities

– comparing Greek and Australian lifestyles, and discussing their own involvement in these


Students:

• explore how language changes in formal and informal contexts, for example:

– identifying examples of informal forms of language, eg the use of abbreviations or when

texting

– recognising polite language when speaking to seniors/teachers/Greek guests and students,

eg Σας παρακαλώ …, Μπορείτε; …, Θέλετε; …, use of εσείς

– recognising formulaic expressions and polite greetings in everyday contexts, eg Καλημέρα,

κυρ- Γιώργο, πώς είστε;

• explore the relationship between language, culture and behaviour, for example:

– exploring the use of body language and gestures when communicating/interacting in Modern

Greek, eg φτου-φτου (για να μη σε ματιάσουνε)/ μουτζώνω

– participating in a class activity about own and others’ culture and language

– exploring difference and diversity of cultural expression in Australia, including those of

Aboriginal and/or Torres Strait Islander Peoples, eg celebrations, food, music, art, craft,

beliefs, protocols, dance and customary or culturally identifying clothing

– exploring the idea of belonging through a shared language, culture and behaviour

• explore how aspects of identity, including family background, traditions and beliefs, influence us,

for example:

– sharing information about themselves and their family, eg their family’s origins, languages

they speak at home, why their family emigrated to Australia

– recognising that identity can be reflected through culture and language, eg use of colloquial

language

– deciding how best to address and refer to others, eg addressing an older stranger as opposed

to addressing a mate

– demonstrating respect for diverse cultural practices, eg differences in speech, dress,

celebrations


Assessment

Standards

The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standards-

referenced framework that describes, through syllabuses and other documents, the expected learning

outcomes for students.

Standards in the framework consist of three interrelated elements:

• outcomes and content in syllabuses showing what is to be learned

• Stage statements that summarise student achievement

• samples of work on the NESA website that provide examples of levels of achievement within a

Stage.

Syllabus outcomes in Modern Greek contribute to a developmental sequence in which students are

challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to

engaging students and should be closely aligned to the outcomes within a Stage. Effective

assessment increases student engagement in their learning and leads to enhanced student

outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three

approaches to assessment that play an important role in teaching and learning. The NESA

K–10 syllabuses particularly promote Assessment for Learning as an essential component of good

teaching.


Further advice on programming and appropriate assessment practice is provided on the NESA

website. This support material provides general advice on assessment as well as strategies to assist

teachers in planning education programs.

Assessment for students with special education needs

Some students with special education needs will require adjustments to assessment practices in

order to demonstrate what they know and can do in relation to syllabus outcomes and content. The

type of adjustments and support will vary according to the particular needs of the student and the

requirements of the activity. These may be:

• adjustments to the assessment process, for example scaffolded instructions, additional guidance

provided, highlighted keywords or phrases, the use of specific technology, extra time in an

examination

• adjustments to assessment activities, for example rephrasing questions, using simplified

language, fewer questions or alternative formats for questions

• alternative formats for responses, for example written point form instead of essays, scaffolded

structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that

assessment tasks are accessible to students with disability. Schools are responsible for any decisions

made at school level to offer adjustments to coursework, assessment activities and tasks, including

in-school tests. Decisions regarding adjustments should be made in the context of collaborative

curriculum planning.




Further examples of adjustments to assessment for students with special education needs and

information on assessment of students undertaking Life Skills outcomes and content can be found in

support materials for:

• Languages


• Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents/carers and other teachers about

student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their

Assessment of Learning. In a standards-referenced framework, teachers make professional

judgements about student achievement at key points in the learning cycle. These points may be at the

end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge,

understanding and skills demonstrated by students.

Descriptions of student achievement provide schools with a useful tool to report consistent information

about student achievement to students and parents/carers, and to the next teacher to help plan the

future steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing

observable and measurable features of student achievement at the end of a Stage, within the

indicative hours of study. Teachers use the descriptions of the standards to make a professional, on-

balance judgement, based on available assessment information, to match each student’s

achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report

student levels of achievement from Stage 1 to Stage 5.

For students with special education needs, teachers may need to consider, in consultation with their

school and sector, the most appropriate method of reporting student achievement. It may be deemed

more appropriate for students with special education needs to be reported against outcomes or goals

identified through the collaborative curriculum planning process. There is no requirement for schools

to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking

Life Skills outcomes and content.





Glossary

This section draws on the Australian Curriculum: Languages F–10 glossary which is included below.

Additional words and/or terms specific to individual languages may also be identified for inclusion.

Glossary term Definition

Aboriginal and

Torres Strait

Islander Peoples

Aboriginal Peoples are the first peoples of Australia and are represented by

over 250 language groups, each associated with a particular Country or

territory. Torres Strait Islander Peoples are represented by five major island

groups, and are associated with island territories to the north of Australia’s

Cape York which were annexed by Queensland in 1879.

An Aboriginal and/or Torres Strait Islander person is someone who:

• is of Aboriginal and/or Torres Strait Islander descent

• identifies as an Aboriginal person and/or Torres Strait Islander person,

and

• is accepted as such by the Aboriginal and/or Torres Strait Islander

community(ies) in which they live.

accent A manner of pronunciation of a language which marks speakers as

belonging to identifiable categories such as geographical or ethnic origin,

social class or generation.

accent marks Marks placed on a letter to indicate pronunciation, stress or intonation, or to

indicate a different meaning or grammatical usage for the word within they

appear.

accentuation The pattern of relative prominence of syllables in a phrase or utterance.

activity A game or other teaching strategy that is used to rehearse learned

language. Playing a game of Bingo, singing a song or writing and acting out

a role-play are examples of activities where language is modelled and

practised. ‘Classroom activities’ is a generic term used in the syllabus to

describe any planned occurrences within a language classroom and

includes exercises, activities and learning tasks.

adjective A word that modifies or describes a noun or pronoun, eg astonishing in an

astonishing discovery.

adverb A word class that may modify or qualify a verb, an adjective or another

adverb, eg she sings beautifully; he is really interesting; she walks very

slowly.

adverbial A word or group of words that functions as an adverb, eg at the speed of

light.

aesthetic Relates to a sense of beauty or appreciation of artistic expression.

audience Intended readers, listeners or viewers.

authentic

(texts/materials)

Texts or materials produced for ‘real-life’ purposes and contexts as opposed

to being created specifically for learning tasks or language practice.



author A composer or originator of a work, eg a novel, film, website, speech,

essay, autobiography.

bilingualism An ability to use two languages.

biography A detailed account of an individual’s life; a text genre that lends itself to

different modes of expression and construction. In the context of

intercultural language learning, the concept of biography can be considered

in relation to identity, to the formation of identity over time, and to the

understanding that language is involved in the shaping and expressing of

identity.

clause A grammatical unit that contains a subject and a predicate (verb) and

expresses the complete proposition.

CLIL Content and Language Integrated Learning. An approach to learning

content through an additional language.

cohesion That quality in a text determined by its parts being related and contributing

to its overall unity. Cohesion is achieved through various devices such as

connectives, ellipses and word associations. These associations include

synonyms, antonyms (eg study/laze about, ugly/beautiful), repetition (eg

work, work, work – that’s all we do!) and collocation (eg friend and pal in,

my friend did me a big favour last week. She’s been a real pal.)

communication A mutual and reciprocal exchange of meaning.

composing A process of producing written, spoken, graphic, visual or multimodal texts.

It also includes applying knowledge and control of language forms, features

and structures required to complete the task.

compound sentence A sentence with two or more main clauses of equal grammatical status,

usually marked by a coordinating conjunction such as or, and, but. In the

following examples, the main clauses are indicated by square brackets:

[Alice came home this morning] but [she didn't stay long]. [Kim is an actor],

[Pat is a teacher], and [Sam is an architect].

conjunction A part of speech that signals relationships between people, things, events,

ideas, eg Sophie and her mother might come and visit, or they might stay

at home. The conjunction and links the two participants, while or links

alternative options.

context An environment and circumstances in which a text is created or interpreted.

Context can include the general social, historical and cultural conditions in

which a text exists or the specific features of its immediate environment,

such as participants, roles, relationships and setting. The term is also used

to refer to the wording surrounding an unfamiliar word that a reader or

listener uses to understand its meaning.

convention An accepted language or communicative practice that has developed and

become established over time, eg the use of punctuation or directionality.



Country Country is used by Aboriginal people to describe their territories and

ecosystems – a sum total of spiritual beliefs, including Dreamings, all living

things including totems and all physical factors such as sacred sites, water,

air and geographical features.

create/compose Develop and/or produce spoken, written or multimodal texts in print, visual,

oral or digital forms.

cues Sources of information used to facilitate comprehension of language that

may be visual, grammatical, gestural or contextual.

culture In earlier models of language teaching and learning, culture was

represented as a combination of literary and historical resources, and

visible, functional aspects of a community group’s way of life such as food,

celebrations and folklore. While these elements of culture are parts of

cultural experience and organisation, current orientations to language

teaching and learning employ a less static model of culture.

Culture is understood as a framework in which things come to be seen as

having meaning. It involves the lens through which people:

• see, think, interpret the world and experience

• make assumptions about self and others

• understand and represent individual and community identity.

Culture involves understandings about ‘norms’ and expectations, which

shape perspectives and attitudes. It can be defined as social practices,

patterns of behaviour, and organisational processes and perspectives

associated with the values, beliefs and understandings shared by members

of a community or cultural group. Language, culture and identity are

understood to be closely interrelated and involved in the shaping and

expression of each other. The intercultural orientation to language teaching

and learning is informed by this understanding.

diacritic mark A mark, point or sign added or attached to a letter or character to indicate a

sound different from that of the same letter without the mark, point or sign or

to indicate stress.

diaeresis A mark placed over the vowel to indicate that the vowel is pronounced in a

separate syllable.

dialect A variant of a language that is characteristic of a region or social group.

diaspora The dispersion or spread of any people from their original homeland.

digital media Various platforms via which people communicate electronically.

digital texts Audio, visual or multimodal texts produced through digital or electronic

technology. They may be interactive and include animations or hyperlinks.

Examples of digital texts include DVDs, websites and e-literature.

digraph A pair of letters representing one sound.



diphthong A sound formed by the combination of two vowels in a single syllable, in

which the sound begins as one vowel and moves towards another.

directionality A direction in which writing/script occurs, eg from left to right, right to left.

ellipsis Ellipsis is the omission of words where:

• words repeat what has gone before and these terms are simply

understood, eg ‘The project will be innovative. To be involved (in the

project) will be exciting.’

• a word like one is substituted for a noun or group, as in ‘There are lots

of apples in the bowl. Can I have one?’

• a cohesive resource that binds text together and is commonly used in

dialogue for speed of response, eg (Do you) ‘Want a drink?’ ‘Thanks’ (I

would like a drink)

• three dots (also known as points of ellipsis) are used to indicate such

things as surprise or suspense in a narrative text or that there is more to

come in an on-screen menu

• the points of ellipsis take the place of sections of text when quoting from

a source.

excerpt Excerpt is defined as to select quotations or passages from a book,

document, film, or the like; extract.

exercise A teaching strategy that is used to practise learned language. Matching

exercises, sentence completions, true/false statements, grammatical

manipulations are examples of exercises.

form-focused

language activities

Activities designed to rehearse, practise, control and demonstrate particular

language structures, forms or features, eg drills, rehearsed role-

plays/dialogues, games and songs, set sequences of language patterns.

formulaic language Words or expressions which are commonly used in fixed patterns and

learned as such without grammatical analysis, eg Once upon a time (story-

starter); G’day, how are you going? (greeting in Australian English).

genre A category used to classify text types and language use; characterised by

distinguishing features such as subject matter, form, function and intended

audience. Examples of genres typically used in early language learning

include greetings, classroom instructions and apologies. More advanced

language proficiency includes the ability to use genres such as narrative or

persuasive text, creative performance and debates.

The language we use and the description of language as a system. In

describing language, attention is paid to both structure (form) and meaning

(function) at the level of the word, the sentence and the text.

gist The general meaning or most important piece of information in a text.



identity A person’s conception and expression of individuality or group affiliation,

self-concept and self-representation. Identity is closely connected to both

culture and language. Thinking and talking about the self is influenced by

the cultural frames, which are offered by different languages and cultural

systems. Identity is not fixed. Non-background language learners’

experiences with different linguistic and cultural systems introduce them to

alternative ways of considering the nature and the possibilities associated

with identity.

idiomatic

expressions

A group of (more or less) fixed words having a meaning not deducible from

the individual words. Idioms are typically informal expressions used by

particular social groups and need to be explained as one unit, eg I am over

the moon; on thin ice; a fish out of water; fed up to the back teeth.

Indigenous cultural

and intellectual

property

Includes objects, sites, cultural knowledge, cultural expression and the arts,

that have been transmitted or continue to be transmitted through

generations as belonging to a particular Indigenous group or Indigenous

Peoples as a whole or their territory.

Indigenous Peoples This term is used when referring collectively to the first peoples of a land in

international communities. The term Indigenous Australians is used when

speaking about both Aboriginal and Torres Strait Islander Peoples within

Australia.

input Direct contact with and experience of the target language; the stimulus

required for language acquisition and learning. Input can take multiple forms

and be received through different modes.

intercultural

capability

An ability to understand and to engage in the relationship between

language, culture and people from diverse backgrounds and experience.

This involves understanding the dynamic and interdependent nature of both

language and culture, that communicating and interacting in different

languages involves interacting with values, beliefs and experiences as well

as with words and grammars. An intercultural capability involves being open

to different perspectives, being flexible and curious, responsive and

reflective; being able to de-centre, to look objectively at one’s own cultural

ways of thinking and behaving, and at how these affect attitudes to others,

shade assumptions and shape behaviours.

Characteristics of an intercultural capability include cognitive and

communicative flexibility and an orientation and ability to act in ways that

are inclusive and ethical in relation to difference and diversity.

intercultural

language teaching

and learning

An orientation to language teaching and learning that informs current

curriculum design; framed by the understanding that language and culture

are dynamic, interconnected systems of meaning-making; that proficiency in

an additional language involves cultural and intercultural as well as linguistic

capabilities. The focus is on developing communicative proficiency and on

moving between language–culture systems. It includes the reflexive and

reciprocal dimension of attention to learners’ own language(s) and cultural

frame(s).



interpret In the context of second or additional language learning, interpret refers to

two distinct processes:

• the act of translation from one language to another

• the process of understanding and explaining; the ability to conceive

significance and construct meaning, and to explain to self or others.

intonation A key component of communication, involving patterns of pitch and melody

of spoken language that can be used like punctuation, eg to express

surprise or suggest a question, to shade, accentuate or diminish emphasis

or meaning, and to regulate turn-taking in conversations.

language A human cognitive and communicative capability which makes it possible to

communicate, to create and comprehend meaning, to build and sustain

relationships, to represent and shape knowledge, and to imagine, analyse,

express and evaluate.

Language is described and employed:

• as code – comprising systems, rules, a fixed body of knowledge; for

example grammar and vocabulary, sound and writing systems

• as social practice – used to do things, create relationships, interact

with others, represent the world and the self; to organise social systems

and practices in dynamic, variable and changing ways

• as cultural and intercultural practice – means by which communities

construct and express their experience, values, beliefs and aspirations

• as cognitive process – means by which ideas are shaped, knowledge

is constructed, and analysis and reflection are structured.

language features Features of language that support meaning, eg sentence structure, noun

group/phrase, vocabulary, punctuation, figurative language. Choices in

language features and text structures together define a type of text and

shape its meaning. These choices vary according to the purpose of a text,

its subject matter, audience and mode or medium of production.

language patterns Identifiable repeated or corresponding elements in a text. These include

patterns of repetition or similarity, such as the repetition of imperative verb

forms at the beginning of each step in a recipe, or the repetition of a chorus

after each verse in a song. Patterns may alternate, as in the call and

response pattern of some games, or the to-and-fro of a dialogue. Patterns

may also contrast, as in opposing viewpoints in a discussion or contrasting

patterns of imagery in a poem.

language systems Elements that organise how a language works, including the systems of

signs and rules (phonological, syntactic, semantic and pragmatic) that

underpin language use. These systems have to be internalised for effective

communication and comprehension.



learning task Learning tasks are relevant and significant learning experiences that involve

purposeful language use. Unlike form-focused language activities and

exercises, the learning task involves the achievement of a devised or actual

goal or purpose. Learning tasks provide opportunities to draw on existing

language resources and to experiment with new forms.

The learning task may be authentic, eg to conduct a Modern Greek-

speaking person around a school or to participate in an experiment; or

simulated, eg to compose an email to a Modern Greek-speaking friend or

read a friend’s blog.

Learning tasks provide the organising structure and context for meaning-

focused language learning.

macro skills Four major language skills of listening, reading, speaking and writing.

manipulate To change or alter the vocabulary or syntax of a sentence.

media texts Spoken, print, graphic or electronic communications created for a public

audience. They often involve numerous people in their construction and are

usually shaped by the technology used in their production. Media texts

studied in different languages can be found in newspapers, magazines and

on television, film, radio, computer software and the internet.

metalanguage A vocabulary used to discuss language conventions and use (for example

language used to talk about grammatical terms such as ‘sentence’, ‘clause’,

‘conjunction’; or about the social and cultural nature of language, such as

‘face’, ‘reciprocating’, ‘register’).

mnemonic An aid such as a pattern, rhyme, acronym, visual image used for

memorising information.

mode Various processes of communication: listening, speaking, reading/viewing,

signing and writing/creating. Modes are also used to refer to the semiotic

(meaning-making) resources associated with these communicative

processes, such as sound, print, image and gesture.

monolingual Using only one language.

multimodal text A text which involves two or more communication modes; for example the

combining of print, image and spoken text in film or computer presentations.

narrative A story of events or experiences, real or imagined.

noun A part of speech that includes all words denoting physical objects such as

man, woman, boy, girl, car, window. These are concrete nouns. Abstract

nouns express intangibles, such as democracy, courage, success, idea.

off-Country Taking place away from Aboriginal land or Country of origin.

on-Country Taking place on Aboriginal land or Country of origin.

onomatopoeia The formation of a word by imitating the sound associated with the object

designated.



orthography Writing words correctly according to common usage.

performance A use of the language in real situations, putting language knowledge into

practice; it involves accuracy, fluency and complexity.

phonological

awareness

Understanding that every spoken word is composed of small units of sound,

identifying relationships between letters and sounds when listening, reading

and spelling. It includes understandings about words, rhyme and syllables.

Place A space mapped out by physical or intangible boundaries that individuals or

groups of Torres Strait Islander peoples occupy and regard as their own.

Places are spaces that have varying degrees of spirituality.

plurilingual An ability to use several languages.

pragmatics A study of how context affects communication, eg in relation to the status of

participants, the situation in which the communication is happening, or the

intention of the speaker.

prefix A meaningful element (morpheme) added before the main part of a word to

change its meaning, eg ‘un’ in unhappy.

preposition A part of speech that precedes a noun, noun phrase or pronoun, thereby

describing relationships in a sentence in respect to:

• space/direction (below, in, on, to, under ‒ for example she sat on the

table)

• time (after, before, since ‒ for example I will go to the beach after lunch)

• those that do not relate to space or time (of, besides, except, despite ‒

for example he ate all the beans except the purple ones).

Prepositions usually combine with a noun group or phrase to form a

prepositional phrase, eg in the office; besides these two articles.

productive language One of two aspects of communication through language (see receptive

language) involving the ability to express, articulate and produce utterances

or texts in the target language.

pronoun A part of speech that refers to nouns, or substituting for them, within and

across sentences, eg Andreas chose a chocolate cake. He ate it that

evening (where he and it are personal pronouns; and that is a

demonstrative pronoun).

pronunciation A manner in which a syllable is uttered.



question A commonly employed prompt to find out information. A key element of

scaffolding to support learners’ use of language and to encourage further

contributions. Different types of questions provide different prompts:

• closed questions are questions for which there are predictable

answers, eg What time is it? These are typically used as prompts for

short answers, as a framework for testing comprehension or reviewing

facts, and for routinised interactions. They are frequently used to

scaffold early language development.

• open questions are questions with unknown and unpredictable

answers that invite and support more elaborated and extended

contributions from learners, eg How do you feel about that? What do

you think might happen next? They are used as stimulus for discussion,

reflection and investigation.

Questions are an important element of intercultural language teaching and

learning. The quality of questions determines the quality and substance of

the learning experience. Effective questions relating to the nature of

language, culture and identity and the processes involved in language

learning and intercultural experience guide the processes of investigating,

interpreting and reflecting which support new understanding and knowledge

development.

receptive language One of the two components of communication through language (see

productive language): the ‘receiving’ aspect of language input, the gathering

of information and making of meaning via listening, reading, viewing

processes.

register A variety of language used for a particular purpose or in a particular

situation, the variation being defined by use as well as user, eg informal

register or academic register.

scaffolding Support provided to assist the learning process or to complete a learning

task. Scaffolded language support involves using the target language at a

level slightly beyond learners’ current level of performance, and involves

incremental increasing and decreasing of assistance. Task support provides

assistance to perform just beyond what learners can currently do

unassisted, to progress to being able to do it independently. Scaffolding

includes modelling and structuring input in ways that provide additional cues

or interactive questioning to activate existing knowledge, probe existing

conceptions or cue noticing and reflecting.

speak Convey meaning and communicate with purpose. Some students

participate in speaking activities using communication systems and

assistive technologies to communicate wants and needs, and to comment

about the world.

stereotype A widely held but fixed and oversimplified image or idea of a particular type

of person or thing.

stress An emphasis in pronunciation that is placed on a particular syllable of a

word, eg she will conduct the orchestra; her conduct is exemplary.



suffix A meaningful element added after the root of a word to change its meaning,

eg to show its tense: -ed in passed. Common suffixes in English include -

ing, -ed, -ness, -less, -able.

sustained

interaction

An exchange of information, ideas and/or opinions consisting of a series of

questions, responses or comments.

talk Convey meaning and communicate with purpose. Some students

participate in speaking activities using communication systems and

assistive technologies to communicate wants and needs, and to comment

about the world.

text structure Ways in which information is organised in different types of texts (for

example chapter headings, subheadings, tables of contents, indexes and

glossaries, overviews, introductory and concluding paragraphs, sequencing,

topic sentences, taxonomies, cause and effect). Choices in text structures

and language features together define a text type and shape its meaning.

Different languages/cultures structure texts differently in many instances.

text types (genres) Categories of text, classified according to the particular purposes they are

designed to achieve, which influence the features the texts employ, eg texts

may be imaginative, informative or persuasive; or can belong to more than

one category. Text types vary significantly in terms of structure and

language features across different languages and cultural contexts, eg a

business letter in French will be more elaborated than a similar text in

English; a request or an offer of hospitality will be expressed differently in

Modern Greek and German.

texts Communications of meaning produced in any media that incorporates

Turkish. Text forms and conventions have developed to support

communication with a variety of audiences for a range of purposes. Texts

include written, spoken, visual, digital and multimodal communications of

meaning (see multimodal texts).

textual features/

conventions

Structural components and elements that combine to construct meaning

and achieve purpose, and are recognisable as characterising particular text

types (see language features).

translation A process of translating words/text from one language into another,

recognising that the process involves movement of meanings and attention

to cultural context as well as the transposition of individual words.

verb A part of speech which expresses existence, action, state or occurrence, eg

they watch football; she is exhausted; the day finally came.

auxiliary verb – a verb that combines with another verb in a verb phrase to

form tense, mood, voice or condition, eg they will go, I did eat lunch, she

might fail the exam.

viewing Observing and comprehending a visual text, for example diagram,

illustration, photograph, film, television documentary, multimedia. This

sometimes involves listening to and reading accompanying written text.



word borrowing

(loan words)

A practice of incorporating words from one language into another, for

example the use of Modern Greek words such as souvlaki, phobia in

English and the use of English ICT terms in many languages. The

increasing frequency of word borrowing between languages reflects

intercultural contact, contemporary cultural shifts and practices in a

globalised world, issues of ease of communication and efficiency and

technological specialisation.

word processing The use of a computer system to produce documents by inputting, editing,

manipulating, storing and printing them.

modern greek k-10 2019 syllabus pdf

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