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• 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

• VCELU119

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | 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

• VCELU186

  Reflect on the dynamic and ecological nature of language, recognising that Modern Greek still uses some words and phrases from earlier Greek versions of its language, and that all languages influence each other

  Elaborations

  • examining traditional and contemporary Greek texts and identifying expressions still in use today, for example, Εν τω μεταξύ
  • recognising how English is modifying Greek language use in particular spheres, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, for example, το ματς, το φαστφουντάδικο , να μπω στο ίντερνετ, σε φόρουμ , κάνω τσατ/τσατάρω or language used to keep up with trends, for example, ρελάξ , OK, κουλ
  • recognising that language changes over time, for example, by viewing Greek films in historical settings and those in contemporary settings and discussing the language used

  VCELU186 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCELU013

  Recognise and use vocabulary and grammatical elements such as articles, pronouns and gender forms, and a limited range of common verbs in the present tense to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order, for example, Η μαμά μου είναι ...
  • understanding and applying the concept of verb conjugation by using appropriate verb endings
  • indicating quantity using plural forms, for example, ο, η, το, οι, οι, τα
  • using negative expressions such as δεν, μη
  • conjugating the present tense
  • using common verbs such as γράφω, θέλω, τρέχω to describe simple actions
  • using definite and indefinite articles, for example, ο, η, το,ένας, μία, ένα
  • applying appropriate gender to nouns
  • using singular and plural pronouns εγώ, εσύ, αυτός/η/ο, εμείς, εσείς, αυτοί/ες/α
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCELU013 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU015

  Understand that Greek, like all languages, varies according to participants, roles and relationships, context and culture

  Elaborations

  • examining differences between formal and informal language in social interactions such as greetings, introductions and farewells, for example, Γεια σου Γιάννη/Γεια σας παιδιά, Με λένε Μαρία, Καληνύχτα σας
  • recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
  • observing and noticing cultural differences in informal and formal situations and interactions, for example, at a Greek celebration such as a festival

  VCELU015 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELY105

  Deliver some comment to a small group

  Elaborations

  • selecting images or objects for presentation to their peers
  • using sentence strips or alternative and augmentative communication to deliver information
  • exploring ways to convey information to others

  VCELY105 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCELY049

  Attend to imaginative and informative texts including visual schedules in everyday experiences

  Elaborations

  • attending to familiar images and objects in texts
  • recognising some visual cues to complete an activity

  VCELY049 | Curriculum content | English | Level B | Reading and Viewing | Literacy

• VCELY069

  Listen to and respond to simple instructions

  Elaborations

  • attending to a familiar speaker, song or story
  • listening and responding to a simple closed question and indicating a choice, for example indicating which equipment is wanted, selecting a switch or image to request help or an object
  • making relevant responses such as nod of head to indicate understanding when communicating or listening to instructions

  VCELY069 | Curriculum content | English | Level B | Speaking and Listening | Literacy

• VCELY048

  Attend to images while listening to and viewing texts

  Elaborations

  • recognising and selecting familiar text to be shared
  • identifying familiar objects in texts viewed

  VCELY048 | Curriculum content | English | Level B | Reading and Viewing | Literacy

• VCELY012

  React to a range of texts including visual, audio and print text

  Elaborations

  • experiencing multimodal texts and discussions on their meaning and characteristics
  • using sounds, gesture and facial features in response to their environment
  • reacting to interactions, experiences and activities

  VCELY012 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCELY058

  Use software or applications to select images and sounds for shared texts

  Elaborations

  • selecting photos to be used in a photo story
  • indicating music they would like to be added to text

  VCELY058 | Curriculum content | English | Level B | Writing | Literacy

• VCELY126

  Review own text and make changes during shared editing

  Elaborations

  • using delete and Caps Lock functions during shared editing of their own typing
  • making alternative selections of images and audio used, including music, during shared editing
  • checking their name, some patterns and symbols for size

  VCELY126 | Curriculum content | English | Level D | Writing | Literacy

• VCELY014

  React to a variety of imaginative and informative texts

  Elaborations

  • experiencing a variety of different multimodal texts
  • experiencing different text types and genres
  • experiencing a variety of interactive and multimodal texts and reacting to some elements

  VCELY014 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCELY104

  Listen to and respond to the communication from an adult in classroom situations

  Elaborations

  • listening and responding to simple instructions and questions
  • answering simple questions using single word responses, for example yes, no, red, bus or alternative and augmentative communication

  VCELY104 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCELY116

  Identify some familiar texts and their use in the community

  Elaborations

  • recognising a familiar event from a book, card or symbol
  • recognising the purpose of some everyday signs, for example ‘stop’, ‘phone’, ‘bus stop’

  VCELY116 | Curriculum content | English | Level D | Reading and Viewing | Literacy

• VCELY081

  Explore some familiar texts and images used in the community

  Elaborations

  • exploring the texts, images and objects associated with cultural events.
  • investigating different ways texts can express the same things in different contexts

  VCELY081 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCELY093

  Use software or application by selecting images and typing to ‘label’ images

  Elaborations

  • labelling an image with a simple ‘text like’ statement
  • taking photos to be used in multimodal text

  VCELY093 | Curriculum content | English | Level C | Writing | Literacy

• VCELY035

  React to others sharing and delivering a presentation on a personally or culturally relevant event

  Elaborations

  • encountering people communicating information
  • being exposed to commentary on objects, images and things in the environment
  • experiencing and responding to a variety of people and interactions
  • reacting to some elements of an interaction with a familiar adult, for example smiling or speaking

  VCELY035 | Curriculum content | English | Level A | Speaking and Listening | Literacy

• VCELY022

  Encounter a variety of objects and textures and hold objects for a short period of time

  Elaborations

  • experiencing objects with different textures, sizes, shapes and temperatures
  • experiencing and holding objects with varying characteristics, sizes, textures and densities
  • reacting to the sensory input of different objects
  • reaching, feeling and tapping objects
  • accepting materials for drawing

  VCELY022 | Curriculum content | English | Level A | Writing | Literacy