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- Modern Greek - Australian Curriculum
- Modern Greek - Australian Curriculum
- Modern Greek - Foundation to Year 10
- Years 1-2 Modern Greek Syllabus
- 1-2 Content Descriptions - Communicating meaning in Greek
1-2 Content Descriptions - Communicating meaning in Greek
Years 1-2 Content Descriptions
Interacting in Greek
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
- using greetings depending on the time of day and relationship to the other person, for example, Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking with adults
- following classroom instructions and commands, for example, σήκω, σηκωθείτε, έλα, ελάτε, ελάτε μέσα, καθίστε, Έλα εδώ, Πήγαινε έξω, Κλείσε την πόρτα, Σβήσε το φως
- participating in routine exchanges such as opening and closing of lessons, Καλημέρα παιδιά, Χαίρετε κυρία, responding to the class roll call, εδώ, λείπει, and moving between activities, for example, Ελάτε, Καθίστε
- responding to and using formulaic expressions in everyday classroom-related situations, for example, ορίστε, ευχαριστώ, παρακαλώ, Δεν ξέρω, Πώς είσαι; Είμαι καλά, Εσύ; Καλά, Τι κάνετε; Έτσι κι έτσι, Εσείς; incorporating intonation and appropriate gestures and body language
- using some Greek expressions and spontaneous exclamations when interacting with peers, for example, πω πω, έλα, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα! μπράβο! and noticing differences in the use of language, voice or body language
- asking to borrow items and expressing possession of belongings, for example, Θέλω μολύβι, έχω βιβλίο
- recognising and responding to questions about themselves, for example, Πώς σε λένε; Με λένε ... Σου αρέσει η λεμονάδα; Ναι μου αρέσει, Όχι
- introducing themselves and other important people in their lives to others, for example, Με λένε ..., Εσένα; /Εσάς; Εσένα πώς σε λένε; Να η μαμά μου
- using modelled sentences and/or supporting gestures to communicate informally about likes and dislikes and favourite possessions, for example, Σου αρέσει ...; Ναι, Όχι, lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
- singing and engaging in play-based activities that include rhymes, action songs, lullabies and counting songs, such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια
- participating in show and tell or a presentation about a favourite item using simple language, for example, Να η κούκλα μου. Τη λένε ...
- collaborating with peers in activities such as a guided role-play or labelling items, using modelled language, for example, ορίστε, ευχαριστώ, παρακαλώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Δία
- playing a range of games using secure digital tools and applications to reinforce vocabulary, for example, playing matching pairs, filling in gaps, drag and drop, memory games and bingo, using visual and spoken cues and formulaic expressions such as Να το, το βρήκα!
- taking turns in games and action songs using the repetitive language Σειρά σου, Έλα Άννα, and songs such as Περνά περνά η μέλισσα, Γύρω γύρω όλοι
- contributing to and using classroom resources to aid the learning of Greek, for example, a picture dictionary, photo wall, word wall, or classroom routines/greeting poster
- using the Greek alphabet and numerals with support to ‘crack the code’ and solve a puzzle, problem or lead them to a location individually or in groups
- interacting with a character or puppet in an imaginary situation or setting, using gestures to communicate informally, for example, Πού είναι ο Σπότ; Τι κάνει ο Σποτ
- performing a traditional dance to an audience, using modelled language and exclamations, clapping and gestures, for example, Παλαμάκια, Όπα, Πω πω
Mediating meaning in and between languages
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
- listening for key words and expressions in stories, rhymes or songs, using visual, non-verbal and spoken cues to respond in a variety of ways, for example, μου αρέσει, δε μου αρέσει
- demonstrating comprehension of ideas in simple spoken, written and multimodal texts through actions such as labelling, matching, drawing, onscreen pointing, clicking or dragging
- responding to questions about characters, places and objects that elicit details such as characteristics, size, colour, shape, quantity, for example, Να ο λύκος, Eίναι κακός
- recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Greek and the language(s) they may speak at home
- sorting and categorising information using simple graphic organisers such as graphs, mind maps or tables, for example, recording likes and dislikes, masculine, feminine and neuter words, pets at home
- participating in shared reading of imaginative and informative texts, and making predictions about the storyline and characters using cues from the heading, symbols, pictures and words in the text, or answering questions related to key information
- performing songs, chants and rhymes in response to an imaginative digital or online text, for example, Η πολύ πεινασμένη κάμπια, experimenting with different expressive effects such as different voices, or using simple gestures such as a hand action to show Πω πω!
- listening to, reading or viewing a story and sequencing the events and ideas using storyboards, drawing pictures and adding captions, or cutting and gluing pictures/words in order
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
- noticing hand gestures, intonation patterns, facial expressions and body language that accompany Greek language and interactions, for example, in formal/informal greetings, when introducing or instructing, and when expressing preferences and feelings
- noticing the use of titles to address the teacher and first names or surnames to address adults, to show respect, for example, κύριε Νίκο, κυρία Ελένη, κυρία Παπαδοπούλου
- noticing the cultural meaning in some expressions or phrases such as χρόνια πολλά which can be used for any celebration or occasion, for example, birthdays, name days, Christmas
- understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’, and vice versa, for example, φιλότιμο
- using some Greek words, expressions and exclamations when playing and conversing with one another, for example, όχι! Ναί! Επιτυχία!, and noticing and comparing body language and tone when using English
- using culturally appropriate language in different settings, for example, to show politeness and respect, γεια σου/γεια σας, Να‘σαι καλά, Να’στε καλά
- engaging in different Greek cultural practices or traditional activities held at different times of the year, and linking them with classroom-related vocabulary, for example, flying kites for Απόκριες, decorating λαμπάδες for Easter, making flowers for Πρωτομαγιά, wishing someone a Χρόνια πολλά, and greeting others on different occasions
Creating text in Greek
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts
- using familiar vocabulary and modelled sentence structures to create informative texts about self, family, friends and possessions, such as a spoken or written description, class book, family tree or dialogue, for example, Η αδερφή μου είναι είκοσι χρονών, Το σκυλί μου είναι μαύρο, Το υπνοδωμάτιό μου …
- role-playing their favourite characters or events from familiar shared storybooks such as ‘Mr. Archimedes’ bath’, and making simple statements in Greek, for example, Είμαι η Πέππα. Πάω στο γιατρό. Ο κύριος Αρχιμήδης κάνει μπάνιο.
- using secure digital tools and following prompts to create informative multimodal texts such as e-books, animations, videos, voice-over pictures on familiar topics of interest, adding captions, labels, speech bubbles, subtitles and onomatopoeic sounds to engage audience
- matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- creating and presenting bilingual big books, storyboards or digital texts based on a variety of real or imagined scenarios in familiar contexts, adding images and captions, for example, Τα τρία γουρουνάκια
- identifying self as belonging to family, class or peer/community groups and representing these relationships through drawing pictures or adding captions to photos, for example, ο φίλος μου, η τάξη μας, η οικεγένειά μου
- making bilingual greeting cards for celebrations such as Ημέρα της μητέρας, γενέθλια, Πάσχα, using quotes, for example, καλό Πάσχα, Χαρούμενη γιορτή της μητέρας μαμά, χρόνια πολλά, alongside equivalent English greetings where culturally appropriate
- writing the simple steps/captions to a traditional dance, and performing for an audience using modelled language and exclamations, and hand gestures, for example, Παλαμάκια, Όπα, Ποπό