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Modern Greek

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  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

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 &...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. 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 (VCELC103)
  2. Participate in guided activities and simple exchanges, such as songs, rhymes, and games, using simple repetitive language (VCELC104)
  3. Participate with teacher and peers in class routines and activities, such as following instructions and taking turns (VCELC105)
Informing
  1. Identify key words and information with guidance, in simple written, spoken, digital and visual texts (VCELC106)
  2. Share and present information about self, family, friends and possessions, using gestures, labels, pictures and modelled language (VCELC107)
Creating
  1. Participate in shared imaginative activities and respond in a variety of ways such as through predicting, singing, chanting, play-acting and movement (VCELC108)
  2. Create and participate in shared performances and imaginative activities using familiar words, phrases, captions and language patterns (VCELC109)
Translating
  1. Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words, gestures or expressions (VCELC110)
  2. Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment (VCELC111)
Reflecting
  1. Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in Greek (VCELC112)
  2. Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity (VCELC113)

Understanding

Systems of language
  1. Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ (VCELU114)
  2. 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 (VCELU115)
  3. Recognise features of familiar spoken, written and visual texts, such as songs, labels and captions (VCELU116)
Language variation and change
  1. Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants (VCELU117)
  2. Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary (VCELU118)
Role of language and culture
  1. 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 (VCELU119)

Foundation to Level 2 Achievement Standard

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, farewells, (for example, Γεια σου, Kαληνύχτα) and express thanks such as Eυχαριστώ πολύ. They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. Students identify specific words, such as names of people (for example, Ο Γιάννης), places (for example, το σχ...

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F–10 Sequence Levels 3 and 4

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...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment (VCELC120)
  2. 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 (VCELC121)
  3. Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers (VCELC122)
Informing
  1. Locate key information about everyday contexts and routines from written, spoken, digital and visual texts (VCELC123)
  2. 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 (VCELC124)
Creating
  1. Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters (VCELC125)
  2. Create and perform short spoken and written imaginative texts such as dialogues or collaborative online stories, using formulaic expressions and modelled language (VCELC126)
Translating
  1. Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages (VCELC127)
  2. Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom (VCELC128)
Reflecting
  1. Share own experiences of communicating in Greek, recognising how it involves behaviours as well as words (VCELC129)
  2. Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used (VCELC130)

Understanding

Systems of language
  1. 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 (VCELU131)
  2. Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events (VCELU132)
  3. Recognise the linguistic features and structures of different texts used in familiar contexts, such as stories, songs, recipes and conversations (VCELU133)
Language variation and change
  1. Understand that the context and purpose of interactions influence language choices (VCELU134)
  2. 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 (VCELU135)
Role of language and culture
  1. Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions (VCELU136)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for example, Παίζω μπάλα). They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others (for example, Μπράβο σου), asking for help, seeking clarification (for example, Συγγνώμη, κυρία), and requesting permission (for example, Μπορώ να πάω έξω;). They use features of Greek pronunciation when asking questions such as, Πού είναι; , and making statements and exclamations (for example, Ελάτε τώρα!), including use of the accent mark. Students...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students begin to reflect on language and how it is used in different ways to communicate. As they use Modern Greek for a wider range of interactions, students develop a stronger understanding of...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies (VCELC137)
  2. Collaborate in group tasks and shared experiences, online or face-to-face, which involve planning, making suggestions and completing transactions, such as hosting a party, working with another class or group or creating and performing a role-play (VCELC138)
  3. Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding (VCELC139)
Informing
  1. Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts (VCELC140)
  2. Convey and present information about aspects of personal world through prepared texts such as digital presentations, diagrams, dialogues and timelines (VCELC141)
Creating
  1. Listen to, read and view imaginative spoken, written, digital or multimodal texts and respond by expressing ideas and opinions about the storyline and characters (VCELC142)
  2. Create and perform imaginative texts such as stories, skits or rap, using familiar language (VCELC143)
Translating
  1. Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning (VCELC144)
  2. Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community (VCELC145)
Reflecting
  1. Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use (VCELC146)
  2. Share experiences of learning and using Greek, in person or online, and reflect on the effect of language learning on own identity (VCELC147)

Understanding

Systems of language
  1. Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules (VCELU148)
  2. Develop knowledge of grammatical elements such as tenses, combining them with an increasing range of verbs, nouns and adjectives, and use conjunctions to construct and expand sentences (VCELU149)
  3. Identify and use language features of different types of oral, digital and written texts, such as dialogues, descriptions, short narratives and reports, recognising that linguistic choices depend on audience and purpose (VCELU150)
Language variation and change
  1. Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations (VCELU151)
  2. 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 (VCELU152)
Role of language and culture
  1. Explore the relationship between language and culture and how they are reflected in communication styles (VCELU153)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Greek to exchange personal information such as, Οι δάσκαλοί μου είναι ..., Έχω πολλούς φίλους, Αγαπώ τη μουσική, describe feelings and express preferences, for example, Μου αρέσει να παίζω σκάκι στο κομπιούτερ. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions (for example, Πώς σε λένε;), plan collaboratively, and make suggestions and statements such as, Τώρα το βρήκα! When interacting, students use key features of pronunciation and intonation, including accents (for example, η οικογένειά μου, η and ή). They obtain and compare information from a variety of texts related to aspects of daily life and events (for example, Τι καιρό θα κάνει σήμερα;). They present information...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions, face-to-face or online, to share information, ideas, thoughts and opinions about people, objects, places and events (VCELC154)
  2. Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCELC155)
  3. Participate in classroom interactions and exchanges through asking and responding to open-ended questions and offering opinions (VCELC156)
Informing
  1. Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions (VCELC157)
  2. Convey and present information and ideas on a range of topics in different types of texts and modes (VCELC158)
Creating
  1. Engage with and respond to imaginative texts, describing and expressing thoughts and opinions about key ideas, characters, places and events (VCELC159)
  2. Create and perform own and shared texts about imaginary people, places and experiences, to entertain others (VCELC160)
Translating
  1. Translate texts from Greek to English and vice versa, interpreting meaning and identifying words or expressions of specific cultural significance in Greek (VCELC161)
  2. Create bilingual texts in Greek and English, such as menus, posters or brochures on the same theme or event (VCELC162)
Reflecting
  1. Participate in intercultural interactions, reflecting on choices and adjustments made to language and behaviour when communicating in Greek and demonstrating awareness of the importance of shared understanding (VCELC163)
  2. Reflect on how own biography, including personal experiences, family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences (VCELC164)

Understanding

Systems of language
  1. 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 (VCELU165)
  2. Apply knowledge of grammatical features, such as tense, voice, regular and irregular verbs, adverbs, pronouns and adjectives, and use conjunctions to construct compound and complex sentences (VCELU166)
  3. 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 (VCELU167)
Language variation and change
  1. Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings (VCELU168)
  2. Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change (VCELU169)
Role of language and culture
  1. Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures (VCELU170)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, ideas, thoughts and feelings about people, (for example, Ο μπαμπάς μου είναι καλός μάγειρας), objects, places and events such as, Τι ώρα θα πάμε στη συναυλία αύριο; They ask and respond to open-ended questions (for example, Πού θα ήθελες να ταξιδέψεις στο μέλλον;) and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions such as, Θέλω να πάω στην Ελλάδα κάποια μέρα. They apply appropriate pronunciation and rhythm in spoken Greek to a range of sentence types, including the...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships (VCELC171)
  2. Take action, and contribute ideas and opinions in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCELC172)
  3. Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others (VCELC173)
Informing
  1. Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues (VCELC174)
  2. Adapt and present information, ideas and opinions on a range of issues in a variety of text types and modes selected to suit audience and purpose (VCELC175)
Creating
  1. Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices (VCELC176)
  2. Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects (VCELC177)
Translating
  1. Translate and analyse a range of texts from Greek to English and vice versa, comparing interpretations and explaining differences in meaning (VCELC178)
  2. Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively (VCELC179)
Reflecting
  1. Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours (VCELC180)
  2. Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking (VCELC181)

Understanding

Systems of language
  1. Use pronunciation rules and apply features of spoken Greek such as intonation, stress and rhythm to polysyllabic words, and extend to more advanced spelling and punctuation rules (VCELU182)
  2. 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 (VCELU183)
  3. 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 (VCELU184)
Language variation and change
  1. Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages (VCELU185)
  2. 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 (VCELU186)
Role of language and culture
  1. Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs (VCELU187)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, Τι θα κάνεις μετά το σχολείο; They use language spontaneously to respond to others, seek and give advice (for example, Δεν ξέρω τι να κάνω), contribute ideas and opinions, describe relationships, discuss aspirations (for example, Θέλω να κάνω ένα ταξίδι), compare experiences and express opinions on issues of interest such as, Πώς θα προστατέψουμε το δάσος; They interact with others to take action, make decisions, negotiate, plan and organise events and complete transactions. They sustain and extend conversations by elaborating on opinions and ideas, expanding questions, and seeking and discussing...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds of Modern Greek, including pronunciation, rhythm, pitch and stress (Πώς πας Αντώνη; το α&...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes (VCELC001)
  2. Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements (VCELC002)
  3. Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission (VCELC003)
Informing
  1. 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 (VCELC004)
  2. Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest (VCELC005)
Creating
  1. Access imaginative texts such as cartoons, songs, stories or digital texts, and respond by describing aspects such as characters, events and ideas (VCELC006)
  2. Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language (VCELC007)
Translating
  1. Translate and interpret texts such as emails, signs and notices from Greek to English and English to Greek, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions (VCELC008)
  2. Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts (VCELC009)
Reflecting
  1. Engage with speakers of Greek recognising that interaction involves the expression of cultural experience and values as well as language (VCELC010)
  2. Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity (VCELC011)

Understanding

Systems of language
  1. 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 (VCELU012)
  2. 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 (VCELU013)
  3. Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English (VCELU014)
Language variation and change
  1. Understand that Greek, like all languages, varies according to participants, roles and relationships, context and culture (VCELU015)
  2. 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 (VCELU016)
Role of language and culture
  1. 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 (VCELU017)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use Greek to describe feelings (for example, Αγαπώ τη μουσική), express likes and dislikes (for example, Δε μου αρέσει η σοκολάτα) and exchange information about their personal worlds, including information about themselves (for example, λένε Γιώργο, Mένω στην Αυστραλία), their family (for example, O πατέρας μου είναι ψηλός), friends (for example, Ο Γιάννης είναι φίλος μου) and interests such as, Μου αρέσει η μπάλα. They interact with others in collaborative and classroom activities, using modelled language to carry out transactions (for example, Τι ώρα θα πάμε κυρία; Πόσο κάνουν οι καφέδες;), ask and respond to familiar questions such as, Το τρένο φεύγει στις δέκα; follow instructions, and seek help or permission (for example, Μπορώ να πάω σινεμά; Η τράπεζα

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7–10 Sequence Levels 9 and 10

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...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions by sharing personal opinions and experiences, face-to-face or online, with peers, and comparing aspects of young people’s lives, such as relationships, events and aspirations (VCELC018)
  2. Participate in collaborative planning and decision-making for events and shared experiences, and engage in different transactions (VCELC019)
  3. Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement (VCELC020)
Informing
  1. Obtain, analyse and use information from a range of spoken, written, digital and visual texts, identifying and comparing perspectives on social and cultural issues (VCELC021)
  2. Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes (VCELC022)
Creating
  1. Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices (VCELC023)
  2. Experiment with different techniques to create and present imaginative texts designed to engage different audiences (VCELC024)
Translating
  1. Translate and interpret a range of community and social media texts such as posters, advertisements and blogs, identifying and explaining words or expressions of specific cultural significance (VCELC025)
  2. Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts (VCELC026)
Reflecting
  1. Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication (VCELC027)
  2. Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia (VCELC028)

Understanding

Systems of language
  1. Recognise and reproduce Greek sound–letter relationships and combinations in spoken and written forms and key features of pronunciation, rhythm and stress, including some irregularities (VCELU029)
  2. Develop knowledge of vocabulary and sentence structures to elaborate meaning, for example, by using a range of verbs and tenses, personal pronouns, adverbs, adjectives and time indicators to describe, situate and link people, objects and events (VCELU030)
  3. Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements (VCELU031)
Language variation and change
  1. Examine how Greek language and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations (VCELU032)
  2. Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture (VCELU033)
Role of language and culture
  1. Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication (VCELU034)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life (for example, Πού θα πας διακοπές; Θέλω να γίνω πιλότος γιατί ...). They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or disagreement in structured discussions and tasks, and spoken and written transactions (for example, Πάμε στο σινεμά αύριο; Συμφωνείς; Θέλω/Δε θέλω). When interacting, they use appropriate pronunciation, rhythm and stress (for example, σ’ αυτόν, κοντά στην πόλη, Πάω στο ταχυδρομείο, Πάμε στη λαϊκή αύριο;). Students locate and analyse information and perspectives from a range of texts and communicate information and ideas using different...

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