Modern Greek

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  • Modern Greek Context Statement
  • Modern Greek Years 7–10 (Year 7 Entry) Sequence
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Foundation to Year 2  

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 pe

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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.

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Foundation to Year 2 Content Descriptions

Communicating
Socialising

Interact with peers and teacher using simpleand 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]

Informing

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]

Creating

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]


and participate in shared performances and imaginative activities using familiar words, phrases, captions andpatterns

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

Translating

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

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


simple print orin Greek and English, such as captions and labels, for the immediate learning environment

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

Reflecting

Reflect on what sounds, looks or appears similar or different to ownandwhen 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]

Understanding
Systems of language

Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, andvowel–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,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]

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Foundation to Year 2 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 language sounds 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.

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Years 3 and 4  

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 mul

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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 Mαρτίου, Απόκριες, 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.

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Years 3 and 4 Content Descriptions

Communicating
Socialising

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]

Informing

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,and displays or charts

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

Creating

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]


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]

Translating

Translate andwords, 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]


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

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

Reflecting

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]


Interact with others, noticing howmatters, such as use of terms of address, who and what is included and whatis used

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

Understanding
Systems of language

Experiment with theand writing of the alphabet letters, recognising sound–letter relationships, letter clusters and vowel–consonant combinations, using themark 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 theand purpose of interactions influencechoices

[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 anduse, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions

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

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Years 3 and 4 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 γάτα , Να ο γάτος, Να οι γάτες ). They translate and interpret common words and frequently used language relating 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 language use 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.

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Years 5 and 6  

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 c

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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, σύκο, γέρος, 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.

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Years 5 and 6 Content Descriptions

Communicating
Socialising

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]

Informing

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]

Creating

Listen to,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]


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

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

Translating

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]


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]

Reflecting

Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways thatinfluencesuse

[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 oflearning on own identity

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

Understanding
Systems of language

Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features ofand 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 useof different types of oral, digital and written texts, such as dialogues, descriptions, short narratives and reports, recognising that linguistic choices depend onand purpose

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

Language variation and change

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

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

Role of language and culture

Explore the relationship betweenandand how they are reflected instyles

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

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Years 5 and 6 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 language use.

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 identity and communication are directly related to language and culture, for example, greeting familiar people by kissing them on both cheeks.

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Years 7 and 8  

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 an

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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 feelings, exchange 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 σχολείο μας 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 (το παλικάρι, 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.

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Years 7 and 8 Content Descriptions

Communicating
Socialising

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]

Informing

Obtain andinformation from a range of spoken, written, print orrelated 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]

Creating

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]


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

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

Translating

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]


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]

Reflecting

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

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