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• Languages | Modern Greek: Structure

  Sequences of learning

  The Modern Greek curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Modern Greek

• Modern Greek - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

  Level description | Languages | Modern Greek | F–10 Sequence

• 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

• 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

• VCELC156

  Participate in classroom interactions and exchanges through asking and responding to open-ended questions and offering opinions

  Elaborations

  • initiating interactions in a class or group activity, such as assigning roles to others, for example, Γράψε τις προτάσεις, Απάντησε στις ερωτήσεις, Τί γνώμη έχετε γι’ αυτό το τραγούδι; Να χωριστείτε σε ομάδες.
  • asking for, giving and following instructions in a variety of situations, for example, Ανοίξτε τα βιβλία σας στη σελίδα … παρακαλώ; Πρέπει να τελειώσετε αυτή την άσκηση στο σπίτι ...
  • asking and responding to questions, for example, Ποιο μάθημα σου αρέσει καλύτερα και γιατί; Μου αρέσει η ζωγραφική γιατί ...
  • expressing opinions using language such as Πιστεύω, Η γνώμη μου είναι ότι, and inviting people to give opinions or suggestions, for example, Τι νομίζεις; Τι προτείνεις;
  • discussing and sharing learning strategies, such as developing vocabulary knowledge and expressing ideas and opinions in different ways, for example, Μαθαίνω νέες λέξεις όταν ακούω ελληνικά τραγούδια, Το μάθημα είναι πιο ενδιαφέρον όταν παίζουμε γλωσσικά παιχνίδια

  VCELC156 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC180

  Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

  Elaborations

  • reflecting on learning and using Greek, and communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
  • reflecting on gestures, intonation patterns and facial expressions that are different in Greek, and recognising how some could be adopted in other contexts and situations
  • exchanging correspondence online/digitally with peers in Greek-speaking communities and reflecting on differences and similarities in language use and conventions and cultural nuances
  • reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with Greek speakers, for example, keeping a record of required modifications for intercultural experiences
  • sharing responsibility for modifying language and behaviours through providing feedback to other learners

  VCELC180 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC020

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising, for example, Συγγνώμη δεν κατάλαβα, Μήπως θέλεις βοήθεια;
  • clarifying meaning or instructions Ορίστε, Συγγνώμη; Κοίτα/Κοιτάξτε, Τι είπατε;
  • participating in discussions using modelled language, expressing opinions, for example, πιστεύω, νομίζω, and agreeing/disagreeing, for example, Συμφωνώ, Δεν συμφωνώ, on topics such as wearing hats in summer, for example, Φοράμε καπέλα το καλοκαίρι
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCELC020 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• Languages | Modern Greek: Learning in Modern Greek

  Modern Greek language learning

  Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...

  Overview material | Modern Greek

• 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

• 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

• Languages | Modern Greek: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Modern Greek

• 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

• Modern Greek - F–10 Sequence: Levels 3 and 4 description

  Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCELU012

  Identify similarities and differences between the phonological and orthographic systems of English and Greek, including accentuation and intonation in oral language, and decode and use the Greek script

  Elaborations

  • using the Greek alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • recognising accentuation and differences such as πού/που,πώς/πως, ή/η
  • developing and using Greek pronunciation, reproducing sounds and combinations
  • using the Greek alphabet for spelling out names and other words
  • developing awareness of Greek sounds, rhythms and intonation patterns
  • becoming familiar with the Greek vowel system
  • recognising intonation for questions, statements, commands and interjections
  • knowing when to use σ/ς
  • using vowels to create same sounds, such as ι, η, υ, ει, οι
  • understanding and using punctuation particular to the Greek language, for example, the question mark (;)

  VCELU012 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Modern Greek - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings...

  Level description | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2

• 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

• VCELC006

  Access imaginative texts such as cartoons, songs, stories or digital texts, and respond by describing aspects such as characters, events and ideas

  Elaborations

  • participating in imaginary exchanges between characters from a story in a performance for the class
  • accessing digital texts, and responding to questions about characters and events
  • describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard
  • listening to songs such as Greek versions of English language songs, for example, ‘Jingle bells’/’Τρίγωνα Κάλαντα’, and comparing aspects that may be similar or different

  VCELC006 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELU165

  Identify and reproduce irregularities of some sound–letter relationships and combinations, such as σμ, αυ, ευ, μία/μια, όι, άι, οϊ, αϊ, κι εγώ, build on pronunciation, using the accent mark for both intonation and meaning, spell frequently used words and apply accurate punctuation to writing

  Elaborations

  • examining differences in digraphs/diphthongs, consonant and vowel combinations, and double consonants
  • reinforcing the sounds represented by, for example, δ, θ, β, ξ,ψ, χ, and comparing similarities and differences between the Greek and Roman scripts
  • examining and applying the rules of accentuation when using Greek
  • identifying differences in tone, intonation and rhythm between statements, questions, exclamations and commands, for example, ορίστε, παρακαλώ, identifying and using irregularities in the language such as κι εγώ, μία-μια, δύο-δυο
  • applying punctuation and spelling rules to own writing
  • experimenting with pronunciation of less familiar texts

  VCELU165 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU017

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with Greek language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture in Greek language and their significance in reflecting values, attitudes and traditions, such as references to saints’ days
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities
  • examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

  VCELU017 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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