Modern Greek: F-10


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Modern Greek: F-10

F-2 Syllabus

Foundation to Year 2 Band Description

The nature of the learners

Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically, they have little to no experience of Modern Greek language and culture.

Modern Greek language learning and use

Modern Greek is learnt in parallel with English language and literacy. While the learning of Modern Greek differs from the learning of English, each supports and enriches the other. Modern Greek is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Learners listen to the sounds and patterns specific to the Modern Greek language and try to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help learners to identify high-frequency words and simple phrases, and to recognise the purpose of simple texts. Learners identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions (Πώς σε λένε; Τι κάνεις; Τι κάνετε;), responding to directions (έλα, έλατε, κάθισε, καθίστε, σήκω, σηκωθείτε), singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Learners use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate.

Contexts of interaction

Learners interact with each other and the teacher within the learning environment. The use of information and communication technologies (ICT) enriches the experience of Modern Greek language and culture by providing alternative modes of learning, numerous resources and opportunities to access authentic language in different contexts.

Texts and resources

Learners engage with a variety of spoken, written and visual texts such as traditional children’s songs and nursery rhymes, stories from big books, plays and interactive resources. Writing skills progress from alphabet recognition to tracing, labelling and copying letters, then to constructing simple, short texts using familiar vocabulary.

Features of Modern Greek language use

Learners become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.

Level of support

Rich language input characterises the first stages of learning. Learning experiences are supported by the teacher through scaffolding, modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues and resources such as pictures, realia, objects, maps and charts.

The role of English

Modern Greek is used whenever possible as the medium for class interaction. English is used for discussion and explanation. This allows learners to share ideas about differences and similarities between Modern Greek and other languages and cultures, and how language and culture are interconnected, giving them opportunities to consider perspectives other than their own and to reflect on their learning.



Interact with peers and teacher using simple language and gestures for exchanges such as greetings and farewells, thanks, introductions and sharing information about self and family

[Key concepts: self, relationship, social exchange, naming; Key processes: greeting, interacting, introducing]

Participate in guided activities and simple exchanges, such as songs, rhymes, and games, using simple repetitive language

[Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns]

Participate with teacher and peers in class routines and activities, such as following instructions and taking turns

[Key concepts: routine, sharing; Key processes: shared reading, following instructions]


Identify key words and information with guidance, in simple written, spoken, digital and visual texts

[Key concepts: language, texts; Key processes: listening, gathering, naming, grouping]

Share and present information about self, family, friends and possessions, using gestures, labels, pictures and modelled language

[Key concepts: self, family, friends; Key processes: naming, labelling, showing, describing]


Participate in shared imaginative activities and respond in a variety of ways such as through predicting, singing, chanting, play-acting and movement

[Key concepts: character, story; Key processes: action learning, participating in shared reading]

Create and participate in shared performances and imaginative activities using familiar words, phrases, captions and language patterns

[Key concepts: imagination, expression; Key processes: performing, captioning]


Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words, gestures or expressions

[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, comparing]

Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

[Key concepts: meaning, equivalence; Key processes: labelling, displaying]


Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in Greek

[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting]

Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

[Key concept: self; Key processes: describing, noticing]


Systems of language

Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ

[Key concepts: stress, intonation, letters, pronunciation; Key processes: listening, reading, recognising]

Understand elements of grammar such as word order, verb-forms and personal pronouns related to questions, commands and short sentences, and develop vocabulary to describe self, friends and family

[Key concepts: grammar, sentence, word order; Key processes: naming, noticing patterns]

Recognise features of familiar spoken, written and visual texts, such as songs, labels and captions

[Key concept: text; Key processes: recognising, identifying]

Language variation and change

Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants

[Key concepts: register, relationships; Key processes: selecting, noticing]

Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

[Key concepts: language, change, word borrowing; Key processes: noticing, comparing]

Role of language and culture

Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

[Key concepts: norm, culture; Key processes: making connections]

Achievement standard

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, Kαληνύχτα) and express thanks such as Eυχαριστώ πολύ.They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. Students identify specific words, such as names of people (for example, Ο Γιάννης), places (for example, το σχολείο) or objects (for example, η γόμα), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, Το σκυλάκι μου), their family (for example, Να η γιαγιά μου), friends (for example, οι φίλοι μου) and possessions such as, το βιβλίο μου, using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, Σ’ αγαπώ μαμά). They use vocabulary related to their classroom and family (for example, Η οικογένειά μου, Η τάξη μου). They recognise questions such as, Τι κάνετε; and commands such as, Καθίστε κάτω, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, Είμαι έξι, Να η μαμά μου, Να το σχολείο μου). They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the Greek languagesounds and looks different from other languages that they bring to the classroom.

Students identify how letters of the Greek alphabet are represented in words and read vowel–consonant combinations (for example, τα, τε, τη, τι, το, τυ, τω). They identify features of familiar texts such as songs, labels and captions. They provide examples of the different titles and greetings that are used to address people in different situations (for example, κύριε, κυρία). They list different languages that are spoken in Australia and identify words in English that have been borrowed from Greek and vice versa. They identify similarities and differences between Greek and their own language and culture.

3-4 Syllabus

Years 3 and 4 Band Description

The nature of the learners

At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing in the Roman alphabet, and this helps to some degree in learning Modern Greek. They benefit from multimodal, activity-based learning which builds on their interests and capabilities and makes connections with other areas of learning, including English and other languages.

Modern Greek language learning and use

Learners interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use remains at a simplistic, repetitive level within familiar and predictable contexts. Students use simple language structures, vocabulary and phrases (Τι καιρό κάνει σήμερα; Χρόνια πολλά). They understand basic grammatical features such as the position of the possessive pronoun (η μαμά μου), and the importance of the use of articles (η ΄Αννα), and apply them in their own speech and writing. Specific language learning skills such as memory and communication strategies are developed. Listening skills are developed further, and through constant repetition and consolidation learners ask and respond to questions, give information, and read and write simple texts. With extensive support, students use their imagination to create short songs, games and performances. They discuss and begin to explore the significance of certain traditions, practices and values and the language associated with these, such as 25η MαρτίουΑπόκριες, 28η Οκτωβρίου.

Contexts of interaction

The contexts in which learners interact in learning and using Modern Greek are primarily the classroom and school, with some sharing of their learning at home. Students may have access to wider communities of Greek speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work independently and cooperatively, further developing their sense of personal as well as group identity.

Texts and resources

Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Procedural, informative and descriptive texts, for example, recipes, weather reports and family descriptions, show how language is used in different ways and for different purposes.

Features of Modern Greek language use

Learners begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the definite article changes according to case, gender and number (ο, η, το, οι, οι, τα). Comparing the structures and patterns of Modern Greek to those of English helps learners understand both languages, helping in the development of their overall literacy skills. At this level, learners have control of writing the Greek alphabet letters.

Level of support

This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, YouTube clips and digital games.

The role of English

Learners are encouraged to use Modern Greek as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, as learners become aware of the interdependence of Greek language and culture and how these systems connect and compare to their own language and culture.



Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

[Key concept: everyday routines (home and school); Key processes: interacting, participating, exchanging]

Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges, such as cooking or craft activities, creating a display or taking part in a role-play

[Key concepts: collaboration; creativity; Key processes: contributing, participating]

Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

[Key concepts: communication, support; Key processes: speaking, contributing, taking turns]


Locate key information about everyday contexts and routines from written, spoken, digital and visual texts

[Key concepts: home, self, others; Key processes: identifying, selecting, recording]

Convey and present information about self, others, home and school life, using simple statements and support materials such as photos, maps, digital texts and displays or charts

[Key concepts: home, school, information; Key processes: selecting, presenting]


Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

[Key concepts: response, action, expression; Key processes: participating, imagining, interpreting]

Create and perform short spoken and written imaginative texts such as dialogues or collaborative online stories, using formulaic expressions and modelled language

[Key concepts: fantasy, humour, imagination; Key processes: experimenting, creating, performing]


Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

[Key concepts: equivalence, personal world; Key processes: translating, identifying, labelling]

Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

[Key concepts: translation, meaning; Key processes: selecting, explaining]


Share own experiences of communicating in Greek, recognising how it involves behaviours as well as words

[Key concepts: language, culture, difference; Key processes: noticing, comparing
(ACLMGC129) ]

Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used

[Key concepts: belonging, identity; Key processes: interacting, noticing]


Systems of language

Experiment with the pronunciation and writing of the alphabet letters, recognising sound–letter relationships, letter clusters and vowel–consonant combinations, using the accent mark to aid pronunciation

[Key concept: sound and writing system; Key processes: identifying, recognising, repeating]

Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

[Key concepts: sentence, grammar, word order; Key processes: recognising, applying, naming]

Recognise the linguistic features and structures of different texts used in familiar contexts, such as stories, songs, recipes and conversations

[Key concepts: genre, textual features; Key processes: observing, identifying]

Language variation and change

Understand that the context and purpose of interactions influence language choices

[Key concepts: change; register, variation; Key processes: observing, comparing]

Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

[Key concepts: continuity, change; Key processes: identifying, processing]

Role of language and culture

Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions

[Key concepts: celebrations, symbolism; Key processes: understanding, identifying]

Achievement standard

By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for example, Παίζω μπάλα). They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others (for example, Μπράβο σου), asking for help, seeking clarification (for example, Συγγνώμη, κυρία), and requesting permission (for example, Μπορώ να πάω έξω;). They use features of Greek pronunciation when asking questions such as, Πού είναι; , and making statements and exclamations (for example, Ελάτε τώρα!), including use of the accent mark. Students locate information from spoken and written texts related to everyday contexts and routines such as, Να το βιβλίο μου, Τη Δευτέρα παίζω τένις, and use simple statements and support materials to present information about themselves (for example, Αγαπώ τη μουσική, Είμαι οχτώ χρονών), others (for example, Πόσων χρονών είσαι;), home (for example, Μένω στο ...) and school (for example, Να η τάξη μου). They respond to imaginative texts by discussing favourite elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language (for example, Πού είναι ο Φρίξος; Είναι …). Students use vocabulary related to school, home and everyday routines such as, η πόρτα, το σπίτι, το σχολείο, τα χόμπυ μου, η οικογένειά μου, and describe people, objects or events using adjectives and adverbs. They use appropriate word order, gender, and singular and plural forms in simple spοken and written texts (for example, Να η γάταΝα ο γάτος, Να οι γάτες). They translate and interpret common words and frequently used languagerelating to familiar environments (for example, Oρίστε Μαρία, Παρακαλώ), and create simple bilingual resources for the classroom. They identify ways that their own language and the Greek language reflect ways of behaving as well as words.

Students write letters of the Greek alphabet, and identify sound–letter relationships, letter clusters, vowel–consonant combinations and the most common digraphs (for example, ου, αι, οι, ει, μπ, ντ). They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations (for example, Τέλος, Καλημέρα, Τι κάνεις;). They give examples of how languageuse varies according to the context and purpose of the exchange (for example, Γεια σου / σας). They identify ways that languages change over time, and how languages influence each other, providing examples of words in English that are borrowed from Greek and words in Greek that are borrowed from other languages. They compare Greek and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices, such as special occasions.

5-6 Syllabus

Years 5 and 6 Band Description

The nature of the learners

At this level, students are widening their social networks, experiences and communication repertoires in their first language and Modern Greek. They continue to need guidance, and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing extra similarities and differences between Modern Greek language and culture and their own.

Modern Greek language learning and use

Learners use Modern Greek in the classroom for a widening range of purposes: exchanging information, expressing ideas and opinions, performing role-plays, dialogues, and responding to experiences. Key concepts that underpin language use are associated with this extended social space such as family, neighbourhood, locality and community. Students’ pronunciation, intonation and phrasing are more confident. Learners have access to a broader vocabulary, and use a widening range of strategies to support communication. Purposeful contexts and shared activities in the classroom develop language skills and enhance understanding and communication. More attention is paid to language structure and reinforcing oracy and literacy. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations, and selecting appropriate language to use with particular audiences (γειά, χαίρετε, να, τι, ορίστε). Students enjoy reading for meaning and apply their language knowledge and skills to decode unknown words and predict meaning. They write more accurately and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails and advertisements.

Contexts of interaction

Learners use Modern Greek with each other and the teacher for an increasing range of purposes. They are able to work more independently, but also enjoy working collaboratively and in groups. They explore cultural elements of communication, and use information and communication technologies (ICT) to support and enhance their learning.

Texts and resources

Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, Greek-speaking communities and individuals. They refer to and use more established grammatical and lexical resources to understand and communicate in Modern Greek. The use of dictionaries is encouraged for accuracy in language acquisition, such as ensuring the correct interpretation of similar words (βάζω, βάζο, σήκω, σύκογέρος, γερός, ώμος, ωμός, μήλο, μύλος, μιλώ).

Features of Modern Greek language use

Learners begin to reflect on language and how it is used in different ways to communicate. As they use Modern Greek for a wider range of interactions, learners develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions reflect cultural values, for example, κέφι, φιλοξενία,and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others, or using masculine forms of some professional titles when referring to women (η γιατρός, η δικηγόρος).

Level of support

While learners work independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written text. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.

The role of English

The language of response varies according to task demands, with Modern Greek being the primary language of communication, while English may be used for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Greek culture, and ask questions about cultural values and practices and how these relate to their own.



Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies

[Key concepts: friendship, leisure; Key processes: asking, responding, interacting]

Collaborate in group tasks and shared experiences, online or face-to-face, which involve planning, making suggestions and completing transactions, such as hosting a party, working with another class or group or creating and performing a role-play

[Key concepts: collaboration, contribution; Key processes: planning, organising, negotiating]

Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]


Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts

[Key concepts: lifestyle, event; Key processes: classifying, comparing]

Convey and present information about aspects of personal world through prepared texts such as digital presentations, diagrams, dialogues and timelines

[Key concepts: self, family, community, significant events; Key processes: understanding, sharing, reflecting, presenting]


Listen to, read and view imaginative spoken, written, digital or multimodal texts and respond by expressing ideas and opinions about the storyline and characters

[Key concepts: theme, myth, legend; Key processes: sharing, responding, understanding]

Create and perform imaginative texts such as stories, skits or rap, using familiar language

[Key concept: imagination; Key processes: experimenting, performing]


Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

[Key concepts: non-equivalent words, contexts and situations, intercultural; Key processes: translating, noting, comparing]

Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community

[Key concepts: bilingualism, meaning; Key processes: identifying, classifying, selecting, explaining]


Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use

[Key concepts: difference, language, culture, respect; Key processes: recognising, comparing, questioning, understanding]

Share experiences of learning and using Greek, in person or online, and reflect on the effect of language learning on own identity

[Key concept: identity; Key processes: discussing, interconnecting, agreeing, disagreeing]


Systems of language

Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

[Key concepts: sound and writing systems; Key processes: recognising, understanding]  

Develop knowledge of grammatical elements such as tenses, combining them with an increasing range of verbs, nouns and adjectives, and use conjunctions to construct and expand sentences

[Key concepts: grammatical rules, patterns; Key processes: applying, building vocabulary, expanding on meaning]

Identify and use language features of different types of oral, digital and written texts, such as dialogues, descriptions, short narratives and reports, recognising that linguistic choices depend on audience and purpose

[Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining]

Language variation and change

Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

[Key concepts: language contact, word borrowing; Key processes: observing, identifying]

Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

[Key concepts: language contact, word borrowing; Key processes: observing, identifying]

Role of language and culture

Explore the relationship between language and culture and how they are reflected in communication styles

[Key concepts: language use, cultural behaviour and practices; Key processes: recognising exploring, discussing, connecting]

Achievement standard

By the end of Year 6, students use spoken and written Greek to exchange personal information such as, Οι δάσκαλοί μου είναι ..., Έχω πολλούς φίλους, Αγαπώ τη μουσική, describe feelings and express preferences, for example, Μου αρέσει να παίζω σκάκι στο κομπιούτερ. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions (for example, Πώς σε λένε;), plan collaboratively, and make suggestions and statements such as, Τώρα το βρήκα! When interacting, students use key features of pronunciation and intonation, including accents (for example, η οικογένειά μου, η and ή). They obtain and compare information from a variety of texts related to aspects of daily life and events (for example, Τι καιρό θα κάνει σήμερα;). They present information about their personal world in different formats (for example, Μου αρέσει ο τραγουδιστής ...). They respond to the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language such as, Ο αγαπημένος μου δάσκαλος ... . They use verbs (for example, Έχω, θέλω, είμαι, ήταν, θα είναι), nouns (for example, ο άνθρωπος, η μητέρα, το παιδί), adjectives (for example, καλός, μεγάλος, ωραία) and conjunctions to construct and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying words that are not easily translated (for example, το φιλότιμο) and create bilingual texts for the classroom and school community. They compare ways of communicating in Greek and English to identify similarities and differences and suggest how culture influences languageuse.

Students identify and reproduce orally and in writing letter clusters, and the digraphs/diphthongs. They identify the relationship between language choices, and the audience and purpose of different text types. They describe the importance of register in different contexts and situations (for example, Έλα / Ελάτε σπίτι μου, Σε / σας περιμένω). They identify the impact of Greek on other languages, especially English (for example, το κινητό, ο υπολογιστής), and appreciate the dynamic nature of Greek, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identityand communication are directly related to language and culture, for example, greeting familiar people by kissing them on both cheeks.

7-8 Syllabus

Years 7 and 8 Band Description

The nature of the learners

These years represent a transition to secondary school. Students in this sequence are continuing to study Modern Greek, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some help about their immediate world and that of Greece, Cyprus and other Greek-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the intercultural exchanges in which they are involved.

Modern Greek language learning and use

At this level, learners express ideas and feelingsexchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language (Τα ενδιαφέροντά μου είναι ..., Σου αρέσει η μαγειρική;). They create and perform more complex and varied texts, for example, role-plays of interactions at a restaurant, songs about leisure activities, acrostic poems, blogs about experiences at school, tourism advertisements for a Greek island and journal entries. They plan, draft and present imaginative and informative texts, for example, a children’s book, design interactive texts, for example, word games, and collaborative tasks, for example, menus, and participate in discussions and games, such as Greek board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.

Contexts of interaction

Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. Modern Greek is used not only for classroom interactions and transactions but also for broader interactive and intercultural experiences, such as the exchange of language and culture that occurs with sister-school relationships, and study trips to Greece or Cyprus (Θα επικοινωνήσουμε αύριο με το σχολείομας στην Ελλάδα ...). Extra opportunities for interaction are provided by purposeful and integrated use of information and communication technologies (ICT), for example, videoconferencing, internet video and audio calling, instant messaging and e-learning.

Texts and resources

Learners read, view and interact with a broad range of texts and resources specifically designed for learning Modern Greek in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Greek-speaking communities, such as films, websites, advertisements and magazines.

Features of Modern Greek language use

By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, writing a journal entry, and patterns, for example, correctly using verb endings. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language (τοπαλικάρι, η πατρίδα), and how language choices determine how people, issues and circumstances are represented (Να ζήσετε, Πάντα άξιος, Καλά στέφανα, Καλή όρεξη, Στην υγειά σου, Γεια μας, Σιδερένιος!).

Level of support

Learners may have a range of previous experience in the language or may be new learners. A multilevel and personalised approach to teaching and task design is needed for this diversity of prior experience. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. Learners are supported, as they develop increasing autonomy as language learners and users, to self-monitor and reflect on language use in response to their experiences in diverse contexts.

The role of English

Modern Greek is the main language of instruction and interaction, and English is used for conceptually demanding explanations and discussions. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of self, and connections within and across languages and cultures.



Initiate and sustain interactions, face-to-face or online, to share information, ideas, thoughts and opinions about people, objects, places and events

[Key concepts: relationships, experiences; Key processes: exchanging, sharing, discussing]

Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

[Key concepts: friendship, task, experience; Key processes: negotiating, collaborating, participating]

Participate in classroom interactions and exchanges through asking and responding to open-ended questions and offering opinions

[Key concepts: discussion, exchange; Key processes: responding, expressing]


Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

[Key concept: personal world; Key processes: identifying, selecting, interpreting]

Convey and present information and ideas on a range of topics in different types of texts and modes

[Key concepts: representation, experience; Key processes: sequencing and ordering, interpreting, presenting]


Engage with and respond to imaginative texts, describing and expressing thoughts and opinions about key ideas, characters, places and events

[Key concepts: imagination, aesthetic, tradition; Key processes: evaluating, reflecting, analysing, comparing]

Create and perform own and shared texts about imaginary people, places and experiences, to entertain others

[Key concepts: entertainment, imagination; Key processes: composing, expressing, performing]


Translate texts from Greek to English and vice versa, interpreting meaning and identifying words or expressions of specific cultural significance in Greek

[Key concepts: culture, equivalence, idiom; Key processes: translating, interpreting, mediating]

Create bilingual texts in Greek and English, such as menus, posters or brochures on the same theme or event

[Key concepts: equivalence, meaning; Key processes: translating, identifying, interpreting, explaining]


Participate in intercultural interactions, reflecting on choices and adjustments made to language and behaviour when communicating in Greek and demonstrating awareness of the importance of shared understanding

[Key concepts: difference, communication, interpretation; Key processes: reflecting, decentring, clarifying]

Reflect on how own biography, including personal experiences, family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

[Key concepts: language, culture, identity, experience; Key processes: identifying, reflecting, decentring, making judgments]


Systems of language

Identify and reproduce irregularities of some sound–letter relationships and combinations, such as σμ, αυ, ευ, μία/μια, όι, άι, οϊ, αϊ, κι εγώ, build on pronunciation, using the accent mark for both intonation and meaning, spell frequently used words and apply accurate punctuation to writing

[Key concepts: sound and writing systems; Key processes: repeating, experimenting, comparing, applying]

Apply knowledge of grammatical features, such as tense, voice, regular and irregular verbs, adverbs, pronouns and adjectives, and use conjunctions to construct compound and complex sentences

[Key concepts: tenses, metalanguage; Key processes: identifying, emphasising, expanding]

Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as digital/online diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

[Key concepts: textual conventions, linguistic choices, audience, purpose; Key processes: identifying, comparing]

Language variation and change

Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings

[Key concept: register; Key processes: identifying, connecting, analysing]

Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change

[Key concepts: change, continuity; Key processes: identifying, comparing]

Role of language and culture

Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

[Key concepts: attitudes, norms, sameness and difference; Key processes: analysing, interpreting, reflecting]

Achievement standard

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, ideas, thoughts and feelings about people, (for example, Ο μπαμπάς μου είναι καλός μάγειρας), objects, places and events such as, Τι ώρα θα πάμε στη συναυλία αύριο; They ask and respond to open-ended questions (for example, Πού θα ήθελες να ταξιδέψεις στο μέλλον;) and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions such as, Θέλω να πάω στην Ελλάδα κάποια μέρα. They apply appropriate pronunciation and rhythm in spoken Greek to a range of sentence types, including the use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as, Πώς διασκεδάζουν στην Ελλάδα; from a range of texts and communicate information, views and ideas using different modes of presentation. They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others (for example, Μία αξέχαστη εκδρομή, Όταν ξέχασα να ...). They use grammatical features, such as regular verbs, irregular verbs, adverbs, adjectives (for example, έμεινα, έπαιζα, θα μείνω, είπε, να μπορέσω, γρήγορα, πιο γρήγορα, γρηγορότερα, πολύ), pronouns (for example, αυτός, κάτι) and conjunctions (for example, που, πως, ότι, επειδή, δηλαδή, αλλά, γιατί) to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interprettexts, identifying and explaining words with particular cultural significance in Greek, and createbilingual texts for the school and wider community, providing subtitles, captions or commentaries to help meaning. They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.

Students identify and reproduce irregularities of some sound–letter relationships and combinations. They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal (for example, Συγγνώμη, Με συγχωρείτε), explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the Greek language from ancient to modern times, and suggest reasons for change. They give examples of ways that language use reflects cultural ideas, assumptions and perspectives such as, Έχει φιλότιμο, Καλύτερα να σου βγει το μάτι παρά το όνομα, and how what is considered normal in communication varies across cultures.

9-10 Syllabus

Years 9 and 10 Band Description

The nature of the learners

At this level, students bring to their learning existing knowledge of Modern Greek language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Modern Greek in these.

Modern Greek language learning and use

This is a period of language exploration, vocabulary expansion and experimentation. As learners develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use Modern Greek to communicate and interact, to access and exchange information, to express thoughts and opinions, and to participate in imaginative and creative experiences Αύριο στη Θεσσαλονίκη ο καιρός θα είναι ..., Τι γνώμη έχετε γιατη σχολική στολή;). They demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication (το φαστφουντάδικο, το ματς).

Contexts of interaction

Learners interact with peers, the teacher and other Greek speakers locally and globally through a variety of means and modes of communication, including digital, online, collaborative performance and group discussions. They may participate in wider experiences related to Greek language and culture, such as film festivals, film competitions, drama and art competitions and programs, local Greek festivals, interacting with Greek-speaking guests, artists and musicians, and in-country study trips. These authentic experiences give learners a sense of connectedness and purpose, and make use of and extend their capability beyond the school context.

Texts and resources

Media resources, fiction and non-fiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance, for example, global issues such as the environment (Πώς θα προστατέψουμε το δάσος;), Greek-specific issues such as the diaspora, identity and relationship issues such as the concept of ‘journey and belonging’, and questions of diversity and inclusivity such as the concept of ‘One World’.

Features of Modern Greek language use

Learners communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning. Task characteristics at this level are more complex and challenging. Elements of tasks may involve interpreting, creating, evaluating and performing, collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources.

Learners understand the relationship between language, culture and identity. They explore in more depth and detail the cultural, personal and linguistic processes involved in learning and using a different language. They recognise that deriving meaning from a different language involves interpretation and personal response as well as accurate translation and factual reporting. They explore intercultural communication, and how moving between different languages and cultural systems enables flexibility, and awareness of and openness to alternative ways.

Level of support

Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes, for example, through portfolios, peer review, e-journals.

The role of English

Modern Greek is used as the primary medium of interaction in both language-oriented and most content-oriented tasks. While learners at this level are able to express some complex concepts and reactions in Modern Greek, English is the medium they use for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning Modern Greek, and their thoughts on culture, identity and intercultural experience, at a level that may be beyond their existing ability in Modern Greek.



Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

[Key concepts: social awareness, aspirations, interconnectedness, wellbeing; Key processes: interacting, reflecting, comparing]

Take action, and contribute ideas and opinions in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

[Key concepts: friendship, task, perspective, negotiation; Key processes: transacting, expressing points of view, understanding]

Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others

[Key concepts: interaction, contribution; Key processes: stating views, discussing, sharing experiences]


Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

[Key concepts: information, representation; Key processes: analysing, evaluating, synthesising]

Adapt and present information, ideas and opinions on a range of issues in a variety of text types and modes selected to suit audience and purpose

[Key concepts: information, representation, evaluation; Key processes: interpreting, evaluating, explaining, synthesising, presenting]


Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices

[Key concepts: imagination, experience; Key processes: interpreting, relating, connecting, justifying]

Create and perform a variety of imaginative texts for different audiences, manipulating languageand experimenting with different techniques such as imagery or sound effects

[Key concepts: imagination, experience; Key processes: experimenting, performing, expressing]


Translate and analyse a range of texts from Greek to English and vice versa, comparing interpretations and explaining differences in meaning

[Key concepts: equivalence, representation; Key processes: translating, analysing, comparing]

Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

[Key concepts: bilingualism, meaning; Key processes: adjusting, interpreting, reflecting]


Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

[Key concepts: understanding, intercultural experience; Key processes: communicating, observing, reflecting, responding]

Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

[Key concepts: self, interconnection across concepts and actions; Key processes: reflecting, discussing, analysing, evaluating]


Systems of language

Use pronunciation rules and apply features of spoken Greek such as intonation, stress and rhythm to polysyllabic words, and extend to more advanced spelling and punctuation rules

[Key concept: sound and writing systems; Key processes: applying, expanding]

Understand and apply grammatical structures, such as passive and active voice, negation, word order and time clauses, recognising that they serve particular functions and that grammatical choices shape meaning

[Key concept: grammatical system; Key processes: analysing, selecting, applying]

Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types, such as poetry, biographies, blogs, emails and advertisements, and identify how cultural elements are incorporated

[Key concepts: context, culture, perspective; Key processes: comparing, analysing, identifying]

Language variation and change

Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages

[Key concepts: norms, variation; Key processes: analysing, comparing]

Reflect on the dynamic and ecological nature of language, recognising that Modern Greek still uses some words and phrases from earlier Greek versions of its language, and that all languages influence each other

[Key concepts: dynamic systems, impact; Key processes: analysing, reflecting
(ACLMGU186) ]

Role of language and culture

Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

[Key concepts: culture, language, meaning, values and attitudes; Key processes: discussing, reflecting, comparing]

Achievement standard

By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, Τι θα κάνεις μετά το σχολείο; They use language spontaneously to respond to others, seek and give advice (for example, Δεν ξέρω τι να κάνω), contribute ideas and opinions, describe relationships, discuss aspirations (for example, Θέλω να κάνω ένα ταξίδι), compare experiences and express opinions on issues of interest such as, Πώς θα προστατέψουμε το δάσος; They interact with others to take action, make decisions, negotiate, plan and organise events and complete transactions. They sustain and extend conversations by elaborating on opinions and ideas, expanding questions, and seeking and discussing responses and opinions. They apply appropriate pronunciation, rhythm and stress in spoken Greek in their interactions. They analyse and evaluate ideas and information obtained from multiple spoken and written sources on a range of issues such as, Η τεχνολογία σήμερα, Πού μιλάνε τα ελληνικά; They present information using different text types and modes of presentation to suit different audiences and to achieve different purposes (for example, blog για το σχολικό περιοδικό για τη μόδα, μιά μουσική εκδήλωση). They share their responses to different imaginative texts by expressing and justifying opinions on language use, themes, moods and emotions. They manipulate language and use different techniques to produce imaginative texts for different audiences. When creating texts, they use a variety of grammatical elements, such as passive and active voice (for example, Καθόμουν, Θα καθίσω, Έλα κάθισε), negation (for example, Ούτε τώρα, ούτε ποτέ), word order and time clauses (for example, Μιλούσε στο τηλέφωνο όταν τον είδα), to shape meaning (for example, Όταν έρθεις σπίτι μου, θα πάμε να φάμε έξω). They accurately apply rules of punctuation and spelling to their own written constructions. Students translate and analyse a range of texts, compare interpretations and explain differences. They create a range of bilingual texts that convey intended meaning for a variety of purposes and audiences. They explain the relationship between language, culture and identity, question assumptions and modify language and behaviours in intercultural interactions as appropriate.

Students analyse a range of texts to identify cultural elements and perspectives and to explain the interrelationship between linguistic elements, context, purpose, audience and structure. They give examples of how language use varies according to cultural contexts, explaining why Greek interactions differ from those in English or other languages. They explain why Greek, like other languages, is fluid and dynamic as well as solid and influential. They explain ways in which language and culture are interrelated and influence each other.

scaffoldingtext processing strategiesdialectrole of language and culturecomplex sentenceparalanguageaccentcommunicationcharactersdigital mediainformingdiasporaWays of Assessingreadsynchronousreciprocatinginterpretliteracy resourcesgrapho-phonic knowledgesemantic knowledgede-centrecomposingmultimodal texttasklanguage systems/systems of languagecompound sentencedigital textstext structureimaginative textstonecognatesdirectionalityinfinitivemetalanguagestereotypetextconcrete languageStudent Diversityencodemodereceptive languagecomprehension/comprehendingadverbidentityorthographylanguage specificityformulaic languagealliterationhonorificfillerromanisationcohesiontranslatingmacro skillsfaceadverbiallanguage variation and changefluencyscanningunderstandingnounmedia textscode-switchinginformative textsadjectivecomprehension strategiessocialisingcharacter componentsdecodeaccuracymediateintensifiersverblanguagemorphemeintonationpersuasive textscommunicative competencephonological awarenessmediumskimmingtext types (genres)intercultural language teaching and learningpronoungenreframingWays of TeachingenunciationCross-Curriculum Prioritiestextual features/textual conventionspredictionconventioncreateinputintercultural capabilitylanguage functionsaccent marksform-focused learning activitiesquestioncollocationscriptword borrowingcontentdiphthongsspeakconjunctionprepositionpedagogyWays of Teaching VideoauthorAimspragmaticsroot of a wordclausebiographynarrative devicescommunicatingdigraphGeneral CapabilitiesmnemonicGlossarycreatingauthentic (texts/materials)translationphonemepronunciationRationalehomophoneproductive language usecontextlanguage patternsphonicsperformancebilingualismregisterpurposeful learninglanguage comprehensioncomplexitylexical cohesionculturesuffixidiomatic expressionstalkprefixoracynarrativesyntaxstressOrganisationcueslanguage featuresreflectingmorphologymodal verbaudiencelearning trajectory
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