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• VCDEU115

  Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains

  Elaborations

  • noticing that German has multiple words for ‘the’ and ‘a/an’
  • identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
  • using the possessive adjectives mein/e and dein/e or a form of haben and an indefinite article to express a relationship to a person or object, for example, Das ist mein Bleistift; Ich habe einen Bruder
  • describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein; Der Bär ist braun; Das Buch ist neu
  • understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
  • negating verbs and adjectives using nicht
  • understanding and using some question words and the intended/related answer in limited contexts, including was (an object), wer (a person), wie (manner), wo (a place), wann (a time) and wie viele (quantity)
  • understanding the location or origin of a person or object, such as hier, links and rechts, and prepositions such as auf, aus, hinter, in, neben and unter
  • gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
  • gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

  VCDEU115 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDEU118

  Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other

  Elaborations

  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by their family or peers, for example, by creating a language map with greetings in each language represented in the class
  • recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia
  • recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’

  VCDEU118 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELC108

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

  Elaborations

  • reading shared imaginative digital and online texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • 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 using simple gestures or different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, ‘Spot the dog’, Πού είναι ο Σπότ; Τί κάνει ο Σποτ;
  • acting out their favourite character or event from a shared story and making simple statements, for example, Είμαι η Μορμώ.

  VCELC108 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELC103

  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

  Elaborations

  • using greetings relevant to the time of day, καλημέρα, χαίρετε, καλησπέρα, καληνύχτα, celebration or event, χρόνια πολλά, and relationship to the other person, for example, γεια σου, γεια σας
  • introducing self and others, for example, Με λένε ... Εσένα;/Εσάς; Εσένα πώς σε λένε; Να η μαμά μου
  • sharing information about and describing self and others, for example, Είμαι έξι χρονών, Εσύ; Είμαι αγόρι, Είμαι κορίτσι
  • using formulaic expressions in everyday situations, for example, παρακαλώ, ευχαριστώ, imitating Greek speech, and incorporating appropriate gestures and body language

  VCELC103 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC104

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

  Elaborations

  • singing and adapting rhymes, action songs, rap, 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, Το δαχτυλίδι
  • performing actions when singing songs and chants
  • making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCELC104 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC113

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

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos, for example, Εγώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Φρίξο
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCELC113 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCELC109

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

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions, for example, Ο Σποτ ...
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon, for example, Μορμώ
  • creating rhymes, nonsense phrases and songs using rehearsed language, adding Greek dancing, clapping and gestures, for example, Όπα, Ποπό!
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι

  VCELC109 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELC107

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

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall
  • giving information about self, family, friends, and possessions by writing captions or attaching word bubbles to drawings or photos, using digital technologies
  • using simple sentences and supporting gestures to communicate informally about self, friends and favourite possessions, for example, Παίζεις νέτμπολ; lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something

  VCELC107 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCELC105

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

  Elaborations

  • following classroom instructions, 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 lessons, Καλημέρα παιδιά, Χαίρετε κυρία, naming the day of the week, Σήμερα είναι Δευτέρα, responding to the class roll, εδώ, λείπει, παρών, παρούσα and moving between activities, for example, Ελάτε, Καθίστε στη μοκέτα/στο χαλί
  • taking turns in games and action songs using repetitive language Σειρά σου, Έλα Άννα and songs such as ‘Περνά περνά η μέλισσα, Η μικρή Ελένη, Γύρω γύρω όλοι’, ‘Beat the champ’, ‘Buzz’

  VCELC105 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC112

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

  Elaborations

  • using some Greek expressions and spontaneous exclamations when interacting with peers, for example, ποπό, έλα, άντε, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα!, μπράβο! and noticing differences in the use of language, voice or body language
  • reflecting on differences in ways of communicating with each other in English and Greek, such as greeting (kissing on both cheeks) and how body language is used to express `yes` or `no` or `not bad`, recognising that these gestures are not used in formal situations
  • describing the experience of using Greek, for example, when singing a song or hearing Greek spoken by others
  • comparing aspects of own and Greek children’s lifestyles, such as interacting with family members, for example, daily greetings in the family, main meal of the day

  VCELC112 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCELC111

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

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELC106

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

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures (hot and cold, the owl song)
  • identifying key words from different written and spoken texts by labelling, matching, selecting, miming and using actions, for example, on an interactive whiteboard
  • obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
  • sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes; masculine, feminine and neuter words

  VCELC106 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCELC110

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

  Elaborations

  • comparing words and phrases in Greek and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages (mum – η μαμά,) and the word for pineapple is ‘ananas’ in more than 25 languages
  • making comparisons between Greek and English words, noticing similarities, for example, το αλφάβητο, το βάζο, ο Σεπτέμβριος, η σαλάτα, το λεμόνι, η μπανάνα
  • demonstrating to others the ways in which Greek people greet each other non-verbally and how body language is used to communicate `yes` or `no`, `not bad`, ‘What’s the problem?’, Why? and ‘Wow!’ Πoπό!

  VCELC110 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELU114

  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

  Elaborations

  • building phonic awareness by pronouncing and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
  • experimenting with sounds, rhythms, intonation and stress
  • noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
  • locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
  • recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
  • recognising the most common digraphs, including ου as in μου and μπ as in μπαμπάς

  VCELU114 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU117

  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

  Elaborations

  • using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, Χαίρετε, Καλησπέρα or Καληνύχτα depending on the time of day, using first names when greeting friends but adding a salutation when addressing teachers/adults: Γεια σας κυρία Αγγελική
  • recognising that there can be different forms of address for the same person, for example, μαμά, μητέρα

  VCELU117 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELU115

  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

  Elaborations

  • recognising the order of words in phrases and sentences, for example, η μαμά μου, Δεν κάνει κρύο, Nα η θεία μου
  • observing that the accent mark indicates emphasis, for example, το βιβλίο, η γάτα, ο σκύλος
  • recognising that all nouns, in particular names in Greek, have an article and gender, for example, η Άννα, το σκυλί, ο μπαμπάς
  • understanding that adjectives have gender, for example, κόκκινος, κόκκινη, κόκκινο, μεγάλος, μεγάλη, μεγάλο, καλός, καλή, καλό
  • using adverbs to show where, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω
  • using simple adjectives and adverbs to enhance sentences, for example, Κάνει λίγο κρύο, Σ’ αγαπώ πολύ μαμά! Το σπίτι είναι πολύ μεγάλο
  • using verbs in the first person to describe aspects of self, for example, Είμαι αγόρι, είμαι έξι, έχω γάτα
  • recognising terms for common everyday nouns, for example, η πόρτα, η καρέκλα, το σπίτι, ο μπαμπάς
  • responding to and issuing commands, for example, έλα εδώ, κάτσε κάτω
  • responding to questions which include verbs in the second person, singular or plural, such as Πόσω(ν) χρονών είσαι; Τι κάνετε;
  • developing number knowledge for numbers up to 29 and using them in sentences such as Είμαι έξι
  • beginning to use conjunctions such as και

  VCELU115 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU116

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

  Elaborations

  • listening to, reading and viewing different simple texts in Greek, understanding that texts can be short or long; and spoken, written, digital, visual or multimodal; for example, songs, chants, labels, captions, stories and dialogues
  • identifying Greek from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in Greek and English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCELU116 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU118

  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

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELU119

  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

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture