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• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA145

  Explore the different contribution of words and images to meaning in stories and informative texts

  Elaborations

  • talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
  • exploring how the combination of print and images in texts create meaning

  VCELA145 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA147

  Blend sounds associated with letters when reading consonant-vowel-consonant words

  Elaborations

  • blending together common sounds for consonants and vowels to read short words with consonant-vowel-consonant patterns, for example, c-a-t, p-e-g

  VCELA147 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA169

  Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound)

  Elaborations

  • putting together and pulling apart onset and rime sounds (phonemes) in spoken words with one syllable, for example st-op, b-ack and in spoken words with consonant-vowel-consonant patterns, for example d-o-g, c-u-p

  VCELA169 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• 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

• VCELT148

  Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

  Elaborations

  • recognising that there are storytellers in all cultures
  • viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
  • comparing experiences depicted in stories with students’ own
  • engaging with texts that reflect the social and cultural groups to which students belong

  VCELT148 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT150

  Identify some features of texts including events and characters and retell events from a text

  Elaborations

  • identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
  • listening, responding to and joining in with rhymes, poems, chants and songs

  VCELT150 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT170

  Respond to texts, identifying favourite stories, authors and illustrators

  Elaborations

  • talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
  • engaging with the humour in some stories and repeating favourite lines, jokes and ideas
  • returning to preferred texts and commenting on reasons for selection

  VCELT170 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELT172

  Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

  Elaborations

  • using music and actions to enhance appreciation of rhymes, poems, chants and songs
  • reciting rhymes with actions

  VCELT172 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELT171

  Share feelings and thoughts about the events and characters in texts

  Elaborations

  • talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
  • using art forms and beginning forms of writing to express personal responses to literature and film experiences
  • talking about people, events and ideas in texts to connect them to their own experiences and to express their own opinions about what is depicted

  VCELT171 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature