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• Languages | Modern Greek: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Modern Greek

• 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

• VCELU016

  Understand that Greek is a language that has influenced many global languages and continues to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that Greek is an official language of Greece, Cyprus and the European Union and is also spoken in Greek-speaking communities in the Greek Diaspora
  • exploring and discussing the influence of the Greek language on English, identifying examples of Greek words and morphemes used in English, such as prefixes, suffixes and base words, using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages, for example, anti-, astro-, auto-, bio-, cosmos, deca-, demo-, geo-, glossary, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, mega-, -meter-, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, peri, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • recognising loan words from English that are used in Greek, such as πάρτι, and other words used in Greek that have been borrowed from other languages such as μπλε, γκρι, ροζ, παλτό, ραντεβού, λέντι, κέφι, and discussing why these words have been borrowed

  VCELU016 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELU152

  Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

  Elaborations

  • recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, macro-, mega-, -meter, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, -peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • understanding that words derived from Ancient Greek are still being used today to create new words such as names of new technological/scientific discoveries for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘a-‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
  • understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

  VCELU152 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCELU167

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as digital/online diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types, for example, cartoon, digital story/DVD, storyboard, online news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCELU167 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Modern Greek - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of extended phrases and compound sentences. They use vocabulary with more complex syllable combinations and become more fluent and accurate in spoken and written language production. They gain greater control...

  Level description | Languages | Modern Greek | 7–10 Sequence

• VCELU184

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types, such as poetry, biographies, blogs, emails and advertisements, and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in Greek, for example, emails, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in Greek, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCELU184 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELC137

  Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions about shared interests, hobbies or friends, for example, Σου αρέσει η μουσική; Είναι ωραία! Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες
  • sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases, using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
  • using communication strategies such as adding interjections and common expressions to dialogues, active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα. Σοβαρά; Τι λες! Δε νομίζω!
  • comparing routines, interests and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου

  VCELC137 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELU183

  Understand and apply grammatical structures, such as passive and active voice, negation, word order and time clauses, recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense, for example, Φέτος θα πάω διακοπές στην Κύπρο, Πέρσι γύρισα όλη την Έλλαδα
  • recognising the order of pronouns to emphasise who is carrying out an action or to refer to a person or thing, and applying agreement in gender and number to identify subject and object, for example, Κανείς δεν είναι τέλειος, Μου αρέσουν αυτοί που λένε την αλήθεια
  • using a range of adverbs and adjectives to modify and intensify meaning of verbs and adjectives, for example, ακριβώς, αρκετά, πολύ, λίγο, πολλή
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου, γιατί, επειδή, αλλά, και, τότε
  • responding to and using imperative mood, for example, ελάτε, γράψε
  • using a range of nouns and adjectives and possessive forms, for example, μου/μας/σου/του/της/τους, δικό τους, δικά μας
  • seeking information using a range of questions, for example, Tι; Mήπως ξέρεις; Πώς; Πού; Γιατί; Πότε;
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCELU183 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language