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• 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

• VCELC121

  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

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers οn tasks, such as designing a poster for a significant event, for example, 25^η Μαρτίου, Aπόκριες
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe (κουλουράκια, λουκουμάδες, φρουτοσαλάτα) and naming ingredients, or following instructions in a craft activity
  • participating in a role-play, for example, buying goods from a shop, using props (Καραγκιόζη, Τάκη the bear) to engage in conversation

  VCELC121 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELC123

  Locate key information about everyday contexts and routines from written, spoken, digital and visual texts

  Elaborations

  • surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
  • reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions, for example, Το λιοντάρι είναι μεγάλο, Το ποντίκι είναι μικρό
  • locating information relating to school activities in a Greek context, for example, from a sister-school, and comparing with own daily schedule/routine
  • identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

  VCELC123 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCELC124

  Convey and present information about self, others, home and school life, using simple statements and support materials such as photos, maps, digital texts and displays or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals, for example, Να ο Τάσος, Είναι δέκα χρονών, Του αρέσει να παίζει φούτμπολ, Είναι από την Ελλάδα, Μένει στην Αδελαΐδα, Το σπίτι μου, Να η κουζίνα, Να το μπάνιο, Να το αρνάκι, Είναι μικρό
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in Greece or Cyprus, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school for their sister-school in Greece or Cyprus

  VCELC124 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCELC122

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω
  • asking how to say or write a word or expression, for example, Πώς το λένε;
  • praising and encouraging peers, for example, Μπράβο σου, Ωραία, Προσπάθησε, Έλα, Πάλι!
  • using words, phrases or interjections which can be used in conversation, for example, Α καλά, έτσι μπράβο, Ποπό! Ωραία! Όπα!

  VCELC122 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELT274

  Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

  Elaborations

  • reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to own lives, noting similarities
  • exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)

  VCELT274 | Curriculum content | English | Level 3 | Speaking and Listening | Literature

• VCELT264

  Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

  Elaborations

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

  VCELT264 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT251

  Draw connections between personal experiences and the worlds of texts, and share responses with others

  Elaborations

  • discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
  • exploring texts that highlight issues and problems in making moral decisions and discussing these with others
  • drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view

  VCELT251 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELT252

  Develop criteria for establishing personal preferences for literature

  Elaborations

  • building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
  • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

  VCELT252 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELT254

  Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

  Elaborations

  • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
  • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

  VCELT254 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT253

  Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

  Elaborations

  • identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
  • discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

  VCELT253 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELU132

  Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
  • noticing the use of gender in Greek names, singular/plural, and articles, for example, Η Άννα, η γάτα, οι γάτες, α ψάρια, ο μπαμπάς
  • using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, ψηλό, κόκκινος, κόκκινη, κόκκινο
  • creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
  • experimenting with compound sentences using conjunctions such as και and αλλά
  • using adverbs of place, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα
  • observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
  • understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
  • recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει
  • expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
  • expanding number knowledge up to 100

  VCELU132 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELU135

  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

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELU131

  Experiment with the pronunciation and writing of the alphabet letters, recognising sound–letter relationships, letter clusters and vowel–consonant combinations, using the accent mark to aid pronunciation

  Elaborations

  • identifying and pronouncing the sounds of the Greek alphabet as well as the most common digraphs and letter blends, for example, ου, αι, ει, οι (double vowels), μπ, ντ, γγ, γκ, τσ, τζ (double consonants), αυ, ευ (vowel combinations)
  • practising letter clusters,for example, στρ, μπρ, in common words or in names, Στράτος, μπράτσο
  • beginning to recognise high-frequency words such as η, ο, το, μου, έχω, είμαι, είναι, θέλω, να
  • comparing markings on words in different languages, for example, αλάτι (Greek), français, (French), váza (Czech), Grüße (German), niña (Spanish) and observing that the markings have different purposes
  • using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning
  • applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark
  • using different strategies to remember new sounds, for example, mnemonics

  VCELU131 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELU133

  Recognise the linguistic features and structures of different texts used in familiar contexts, such as stories, songs, recipes and conversations

  Elaborations

  • identifying the main features of a short narrative, for example, a song, rhyme or poem; and a simple description or procedure, for example, a recipe, or a conversation
  • noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song and hearing it being sung, or reading a dialogue and acting it out
  • recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web page, or picture book

  VCELU133 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELU136

  Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions

  Elaborations

  • examining aspects of authentic Greek culture, for example, sugared almonds at weddings and baptisms, βασιλόπιτα,τσουρέκι, their symbolism and the language associated with them
  • understanding concepts and values such as το γλέντι, and η παρέα , το πανηγύρι for example, during Greek festivals, birthdays and name days
  • recognising and explaining to others the significance of some Greek cultural practices sustained over time, for example, reasons for traditional Greek housing and events, for example, offering visitors food and drink, το κέρασμα στη γιορτή
  • experiencing the importance of music and dance in Greek culture, as an expression of identity and emotions (happiness, joy, sadness, national pride)

  VCELU136 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCELU134

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek people use body language when communicating, which varies according to relationships
  • examining culturally appropriate phrases for different times of the day and for different purposes, for example, καλή εβδομάδα, καλό μήνα, καλό καλοκαίρι, καλό απόγευμα, καλό μεσημέρι, χρόνια πολλά, καλές γιορτές, καλή όρεξη, and considering phrases used in English in similar contexts
  • understanding how differences in gestures, register and tone are used to change meaning of speech, for example, Είσαι καλά; or Τι κάνεις; can have multiple meanings
  • identifying how emphasis on words can change meaning, for example έλα has many meanings depending on how it is said and used, Έλα εδώ, Έλα τώρα!, Έλα Άννα (στο τηλέφωνο)
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELY266

  Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • using print and digital resources to gather information about a topic
  • selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

  VCELY266 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy