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• VCELC004

  Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written, visual, digital or multimodal texts

  Elaborations

  • reading, viewing or listening to texts, such as a map, song, poster, email or interactive game and responding to questions, for example, Πού είναι η Σαντορίνη; Τι χρώμα είναι τα ρούχα;
  • obtaining information on a range of topics, such as the life of a student in Greece or Cyprus, for example, Πώς τον/την λένε; Πόσων χρονών είναι;
  • identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in Greece or Cyprus and producing a program
  • identifying key and commonly used expressions in texts and using them in own texts, for example, Απίστευτο! Σπουδαίο! Φοβερό! Τέλειο!
  • gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines

  VCELC004 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC003

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment, for example, Πού είναι το βιβλίο σου; Είναι εδώ/εκεί, and how to say something in Greek, Τι είναι αυτό; Πώς λένε ...;
  • interacting in classroom routines by following instructions, for example, Άνοιξε την πόρτα!, Μάλιστα κυρία/κύριε, Σειρά σου/σας, and responding to the teacher during roll call, Εδώ κυρία/κύριε
  • using formulaic language to ask permission, Μπορώ να πάω ...; Θέλω να ...;
  • responding with actions or gestures to questions such as Τι θέλεις; Κατάλαβες;

  VCELC003 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC008

  Translate and interpret texts such as emails, signs and notices from Greek to English and English to Greek, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts from Greek to English and English to Greek, identifying words and expressions that can be readily translated and those that can be ‘lost in translation’, for example, το κέφι, βρέχει καρεκλοπόδαρα
  • translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions
  • identifying and explaining expressions that need interpretation rather than translation, for example, Γιάννης - Γιαννάκης, τσάκα-τσάκα
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning, for example, το κορίτσι/αγόρι μου

  VCELC008 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCELC162

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

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus, for example, Το μενού της ημέρας
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την παρέα σας, dining at a Greek restaurant, μεζέδες, ορεκτικά, επιδόρπιο
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to Greece or Cyprus including and explaining key words, phrases and protocol, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, ξεναγός, the meaning of πρωινό, μεσημεριανό φαγητό, βραδινό φαγητό in terms of meeting time
  • creating vocabulary lists and annotated cultural explanations for Greek-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules football final, Anzac Day, Harmony Day, barbeque

  VCELC162 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC129

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

  Elaborations

  • identifying elements of Greek language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions, for example, έτσι κι έτσι, μπα
  • discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτρη
  • describing to peers what they are confident about when using Greek, what they feel unsure of and what they most enjoy
  • experimenting with respectful gestures and titles, such as using titles κυρία, κύριε
  • discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCELC129 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELC181

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

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in Greek, for example, by keeping an online or digital diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by Greek speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of Greek migrants when they came to Australia, discussing the impact they have made on Australian society and the issue of cultural identity

  VCELC181 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC018

  Initiate and sustain interactions by sharing personal opinions and experiences, face-to-face or online, with peers, and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister-school friends, using expressions appropriate to context and audience, such as Tί έκανες χτες; Πάμε στο γλέντι;
  • sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, for example, shrugging shoulders, head shaking
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions, for example,Τι νομίζεις; Πιστεύω ότι, Μ’ αρέσει καλύτερα η θάλασσα, Συμφωνείς;
  • using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

  VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC161

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

  Elaborations

  • translating and interpreting expressions used in routine exchanges in familiar settings and making comparisons with similar exchanges in English
  • translating texts, such as short video clips (without subtitles), posters, advertisements, signs and symbols such as emoticons, and explaining cultural aspects using subtitles, captions, gestures and commentaries
  • using dictionaries (traditional, online or electronic) and other translation tools found online, exploring ways of avoiding literal translations that do not reflect intended meaning
  • comparing translations and interpretations of texts such as songs and advertisements, noticing similarities and differences and reflecting on why interpretations may vary

  VCELC161 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC130

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

  Elaborations

  • recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens
  • reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity
  • creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the Greek language class
  • discussing which groups they belong to, for example, family, class, learners of Greek and making connections and comparisons between own cultural perspectives and those of different cultural groups
  • interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

  VCELC130 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELC171

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

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further, for example, Συγγνώμη, δεν καταλαβαίνω. Τι είπατε; and responding appropriately, for example, όπως έλεγα πριν, σίγουρα ...
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge, for example, Τι γνώμη έχετε για τη σχολική στολή; Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο; Ποιες είναι οι φιλοδοξίες σου για το μέλλον;
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation, for example, Ωραία! Σε/σας ευχαριστώ, Λυπάμαι / δυστυχώς, Δεν μπορώ, Σύμφωνοι
  • exchanging information with peers in Greece or Cyprus, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas, for example, Τι κάνεις τον ελεύθερο χρόνο σου; Πόσο διαρκούν οι διακοπές σας; Πιστεύεις ότι είναι καλύτερα να ... Πώς διασκεδάζουν οι νέοι;

  VCELC171 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC147

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

  Elaborations

  • preparing a class profile to exchange with students in Greece or Cyprus online, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at a Greek restaurant and being able to read some of the menu
  • considering whether learning and using Greek impacts on their sense of identity either in or out of the classroom

  VCELC147 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCELC028

  Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia

  Elaborations

  • developing an understanding of contemporary life in diverse Greek-speaking communities, for example, through viewing excerpts from Greek films, and reflecting on similarities and differences to own lifestyle
  • preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity, Μιλώ αγγλικά, Είμαι Καναδός, Η μαμά μου μιλά ελληνικά και γαλλικά, ο παππούς μου είναι Άγγλος
  • exploring how cultural identity is manifested in Australian and Greek-speaking communities, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
  • reflecting on the experience of learning and using Greek, considering how it may add a further dimension to own sense of identity

  VCELC028 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC128

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

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC126

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

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune (Η Mικρή Ελένη, Βγαίνει η βαρκούλα, ‘Bob the Builder’)
  • creating a new story such as a digital picture book using favourite characters from imaginative texts (Ηρακλής, Μορμώ, Σποτ) and adding captions using formulaic expressions and modelled language, for example, Μια φορά και έναν καιρό, Τέλος, Και ζήσαν αυτοί καλά κι εμείς καλύτερα.

  VCELC126 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELC139

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

  Elaborations

  • collaborating with peers during individual or group activities, for example, Κοίτα, Άκου, Κάνε το έτσι, Πες το, Τι κάνεις τώρα;
  • checking on progress during learning tasks or activities, using comments and questions such as Κατάλαβες; Εντάξει, Πώς πας; Τελείωσες; Το ξέρω, Το έκανα, εύκολο
  • asking peers politely to do something and responding to requests, for example, giving and receiving things, Ένα μολύβι παρακαλώ, Ορίστε. Ευχαριστώ πολύ. Παρακαλώ. Θα ήθελα ... Μου δίνεις;
  • reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100

  VCELC139 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELC175

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

  Elaborations

  • presenting texts on a range of topics to inform others, for example, a weather report, a magazine article about an event, a travel brochure promoting a local region or product
  • designing texts such as an advertisement or magazine cover for a particular audience, explaining cultural references and using techniques and effects such as images, music and colour
  • conveying own ideas and information in a range of texts for different audiences, using examples of media texts such as television reports, video clips or social media
  • presenting ideas and information selected from samples of spoken, written and digital texts which convey cultural as well as content information, for example, newspaper headlines, advertisements, notices in public places, graffiti, providing explanations of particular linguistic and cultural aspects
  • creating informative texts for a range of audiences, such as posters, brochures and web pages promoting new music releases, a favourite holiday destination, the healthy Mediterranean diet

  VCELC175 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCELC007

  Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language

  Elaborations

  • creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games, for example, Greek version of Scrabble
  • creating and telling a story from a stimulus, such as a photograph, using speech bubbles, voice recordings or captions to accompany visuals, using digital technologies
  • creating and performing a short play or video clip to share with and entertain others, for example, a rap or role-play on Grandparents’ Day or Open Day for younger students
  • composing and participating in imaginary interactions, for example, a conversation between avatars or meeting a character from a Greek story or film for the first time

  VCELC007 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELC178

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

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in Greek texts, finding ways to convey the meaning and cultural significance, for example, Φαγητά της ώρας, Τα έκανα θάλασσα
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others, for example, in using Πώς πας (στο σχολείο; – με λεωφορείο), Πώς πας (σήμερα Ανδρέα; - τι κάνεις;), Πώς πας (με την εργασία σου; - προχωράς, δυσκολεύεσαι;), Γεια σου (hello, goodbye, cheers, bless you)
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings Στου κουφού την πόρτα όσο θέλεις βρόντα, Ας τα λέμε καλά, Τα πολλά λόγια είναι φτώχεια

  VCELC178 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC143

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

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger Greek language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly relayed story, for example, a story based on one of the gods of Olympus, Aesop’s fables, or a fairytale such as Τα τρία γουρουνάκια ...

  VCELC143 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Creating