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• VCDEU029

  Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks

  Elaborations

  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects (mood, suggesting relationships) in spoken texts such as stories, poems, songs and conversations
  • listening to and/or viewing excerpts of authentic German conversations, noting examples of contractions and the impact of their use
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, and the style of quotation marks for direct speech
  • applying German punctuation and spelling rules to edit own and others’ written work systematically

  VCDEU029 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU034

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • establishing a deeper understanding of diversity, and reflecting on what own experience of linguistic and cultural diversity means for them
  • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
  • reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity
  • considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others
  • analysing how language use and culture reflect and construct relationships, practices and attitudes, including expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Fremdsprache, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi) identity

  VCDEU034 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEU151

  Recognise that there are variations in German as it is used in different contexts by different people, such as formal/informal register and regional variations

  Elaborations

  • using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!
  • noticing when the more polite Sie is used, for example, by children to unknown adults
  • recognising that there are differences in what people say when answering the family landline or their own mobile phone, for example, Schmidt, Guten Tag! or Hallo Lisa!
  • being aware of some regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland
  • comparing diversity in accents, dialects and vocabulary in German-speaking communities with similar diversity in the use of English within and beyond Australia

  VCDEU151 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCELC141

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

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as flyers, newsletters, advertisements and brochures
  • preparing and giving simple presentations on personal world, for example, a timeline of growth and change Εδώ είμαι δύο χρονών. Εδώ είμαι πέντε χρονών. Πάω στο σχολείο, family celebrations of birthdays/name days and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in Greece or Cyprus, or a food item such as olive oil or mastiha gum
  • preparing a dialogue with a partner about self, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)
  • reporting information, for example, about city and village life, based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCELC141 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCELC172

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

  Elaborations

  • contributing opinions and suggestions during shared problem-solving tasks, for example, in resolving a disagreement about a planned activity, for example, Η πτήση ακυρώθηκε και πρέπει να αλλάξουμε τα σχέδιά μας, Δεν είμαι απόλυτα σίγουρος, αλλά επειδή δεν έχουμε πλέον καιρό, θα πρέπει να συμφωνήσω
  • organising and participating in activities, such as a volunteer visit to a nursing home to communicate to Greek speakers, and developing a classroom journal to document examples of language used in particular contexts, for example, Σήμερα επισκεφθήκαμε το γεροκομείο όπου γνώρισα μια συμπαθητική γιαγιά ...
  • expressing agreement or disagreement when accepting or declining offers, requests and invitations, for example, inviting peers to attend a celebration or party for example, Θέλεις να πάμε στη θάλασσα; Ευχαριστώ πολύ που με καλέσατε, αλλά έχω πολλή δουλειά
  • planning events and making decisions with peers, for example, choosing a venue for an event, expressing preferences and asking questions to clarify intentions, for example, Πότε θα γίνει ο χορός μας; Προτιμώ να γίνει μετά τις διακοπές. Μήπως πρέπει να καλέσουμε και τον διευθυντή;
  • participating in role-plays to complain about something, such as returning damaged or unsuitable goods, for example, Αυτή η μπλούζα ήταν λερωμένη όταν την αγόρασα / το γάλα αυτό δεν είναι φρέσκο, η ημερομηνία έχει περάσει

  VCELC172 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCELC023

  Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices

  Elaborations

  • discussing the themes and moods of an imaginative text and sharing with others their opinions and how the text made them feel
  • reading stories such as Greek folktales/myths or Aesop’s fables and discussing their opinion about the values portrayed in these, for example, ‘King Midas’, ‘The hare and the tortoise’
  • comparing themes in imaginative texts, such as contemporary stories, films, DVDs, interactive games and cartoons, expressing opinions and making connections with own experiences
  • analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

  VCELC023 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCELC179

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

  Elaborations

  • creating bilingual digital/multimedia texts for Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from Greece or Cyprus
  • creating bilingual digital/multimedia or online texts, such as a children’s story to read to primary school children, for example, the Spot books, Πού είναι ο Σποτ; comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for a student study tour to Greece or Cyprus
  • corresponding online with Greek-speaking peers to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations, Στην Ελλάδα το μάθημα αυτό το λέμε ...

  VCELC179 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC125

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

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | 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

• VCELC127

  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

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCELC158

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

  Elaborations

  • responding to questions on a variety of topics for a range of purposes, for example, a report on a holiday destination, comparing travel brochures and itineraries, identifying transport and accommodation options, costs, and places of interest, for example, Πόσο μακριά είναι η Ακρόπολη από το Λυκαβηττό; Σε αυτή την εκδρομή μπορούμε να επισκεφθούμε πολλά ιστορικά μέρη
  • presenting findings from interviews with peers in own class or in Greek-speaking classes and settings, using formats such as profile posters, charts and timelines, for example, Πόσα μέλη έχει η οικογένειά σου; Πόσες γλώσσες μιλούν ή μαθαίνουν τα παιδιά στην Αυστραλία;
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning, for example, images of the Acropοlis and the symbol of the owl, or the olive wreath representing peace and the Olympic Games
  • organising and presenting information for a Greek-speaking audience, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCELC158 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCELC177

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

  Elaborations

  • creating texts with various settings, characters and events, for example, animated or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
  • creating and presenting various types of texts, such as skits or scripts for role-plays, considering characters, themes and settings, for different audiences
  • designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Greek market and vice versa
  • using a familiar text type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school in Greece or Cyprus

  VCELC177 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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

• VCELC157

  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

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements, maps and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture-specific terms and representations (Να ζήσεις! Χρόνια πολλά)
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • accessing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them, for example, Ευχαριστώ για το μήνυμα, Θα είμαι εκεί στις εφτά

  VCELC157 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC120

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

  Elaborations

  • asking and answering questions to exchange information about self and family, for example, Πού είναι ο κύριος Παναγιώτης; Να τος. Πού είναι η μαμά σου;
  • asking for and sharing information about daily and classroom routines, for example, Πού είναι το μολύβι; Εδώ. Τι μέρα είναι σήμερα; Σήμερα είναι Δευτέρα. Τι μήνας είναι; Είναι Μάρτιος, Τι ημερομηνία έχουμε σήμερα; Έχουμε 18 Μαρτίου, Ποια εποχή έχουμε; Έχουμε καλοκαίρι, Τι καιρό κάνει σήμερα; Κάνει κρύο. Bρέχει. Δε βρέχει. Ούτε κρύο, ούτε ζέστη.
  • using common responses and appropriate body language in response to frequently asked comments or questions, for example, ναι, μ’αρέσει, δε μ’αρέσει, understanding that lifting the head means ‘no’ and is used only in informal situations
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCELC120 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELC155

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

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC142

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

  Elaborations

  • responding to stories, myths, fables and films, using modelled language to describe themes, characters and actions, for example, Είναι σε βάρκα, είναι σε σπηλιά, είναι τέρας, είναι πόλεμος, ο ήρωας κέρδισε
  • producing storyboards, using digital technologies, to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, Μου αρέσει, Δε μου αρέσει
  • introducing and comparing favourite characters in stories, myths, fables and films, listing associated key words or expressions, for example, O Οδυσσέας είναι γενναίος. Η Κίρκη είναι μάγισσα. Φοβάμαι. Είναι φοβερό τέρας.
  • commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables, for example, Φοβάμαι, είναι αστείο, γελώ με ...

  VCELC142 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Creating