Students become familiar with the sounds of Modern Greek, including pronunciation, rhythm, pitch and stress (Πώς πας Αντώνη; το αυτοκίνητό μου). They approximate the pronunciation and phrasing of vocabulary and short sentences (Σας αρέσει
Students become familiar with the sounds of Modern Greek, including pronunciation, rhythm, pitch and stress (Πώς πας Αντώνη; το αυτοκίνητό μου). They approximate the pronunciation and phrasing of vocabulary and short sentences (Σας αρέσει το παγωτό;) and develop their understanding and use of the Greek alphabet. They apply elements of Modern Greek grammar to the production of simple texts, such as subject–verb–object word order, simple verb forms (είμαι, παίζω, θέλω, γράφω), adjectives and adverbs (μεγάλος, μικρός, πολλή, πολύ) and conjunctions (και, αλλά) to link ideas. They make comparisons between Greek and English, for example, το αυτοκίνητο/automobile/car, το αμφιθέατρο/amphitheatre, and other languages they know, focusing on similarities and differences between languages and cultural systems. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine ways in which people, issues and circumstances are represented (καλή όρεξη, καλό ταξίδι, με το καλό, με γεια).
Students listen to, speak, read and write Modern Greek in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, practical activities and competitions, and are supported to use Modern Greek as much as possible. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They plan, draft and present imaginative texts, and design interactive events and collaborative tasks. They express ideas and feelings, exchange opinions, and manage shared activities. Students work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They focus on the different systems that structure language use (grammar, vocabulary, sounds, the Greek alphabet and script) and gradually build a vocabulary and grammatical base that allows them to compose and present different kinds of texts, such as posters, advertisements and songs. They make cross-curricular connections and explore intercultural perspectives and experiences through interaction with speakers of Greek. They are encouraged to reflect on language, ideas and their sense of self, and consider connections within and across languages and cultures.
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, Mε 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 είναι στο δεύτερο δρόμο δεξιά, Συγγνώμη κύριε αλλά δεν καταλαβαίνω). When interacting, students pronounce Greek sounds, and use intonation and accentuation such as, Το σχολείο, ο φίλος, οι φίλοι, Η Ελένη αγόρασε καινούρια μπλούζα. They obtain information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. Students describe characters...
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, Mε 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 είναι στο δεύτερο δρόμο δεξιά, Συγγνώμη κύριε αλλά δεν καταλαβαίνω). When interacting, students pronounce Greek sounds, and use intonation and accentuation such as, Το σχολείο, ο φίλος, οι φίλοι, Η Ελένη αγόρασε καινούρια μπλούζα. They obtain information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. Students describe characters, events and ideas in imaginative texts using high-frequency vocabulary and create short informative and imaginative texts using modelled sentence structures and formulaic expressions (for example, Γεια σου μαμά / Καλημέρα κυρία Σοφία, Πώς είστε; χαιρετισμούς, Με αγάπη). They use the present tense (for example, Μένω στην Αυστραλία), common verbs (for example, γράφω, διαβάζω, θέλω, είμαι, έχω) and other grammatical structures such as verb endings (for example, ω, εις, ει, ουμε, ετε, ουν) and singular and plural forms (for example, ο, οι, η, οι, το, τα) to create simple sentences and phrases such as, Τί κάνεις σήμερα; They translate and interpret texts using contextual clues and textual features and create simple bilingual texts for classroom use. When interacting, students modify their language and behaviour and recognise that aspects of their own language and culture impact on intercultural exchange (for example, Το Πάσχα βάφουμε κόκκινα αυγά).
Students identify the similarities and differences between the sound systems of Greek and English (for example, γγ, μπρ, τσ, γκ, ντρ, ντ, γ, ζ, υ, ξ, ψ, χ, μυθολογία, ιστορία, οξυγόνο, χιλιόμετρο). They describe the key features of common types of texts, comparing them with equivalent text types in English. They give examples of how language varies according to participants, roles and relationships, and context and culture (for example, η μαμά, η μητέρα). They identify ways that Greek language and culture have influenced and continue to influence many global languages. They analyse words and expressions to identify and explain connections between language and culture such as, Στην υγεία σου/σας, Με γεια, Γεια στα χέρια σου/σας.
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 between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly...
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 between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, writing a journal entry, and patterns, for example, correctly using verb endings. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language (το παλικάρι, η πατρίδα), and how language choices determine how people, issues and circumstances are represented (Να ζήσετε, Πάντα άξιος, Καλά στέφανα, Καλή όρεξη, Στην υγειά σου, Γεια μας, Σιδερένιος!).
At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language (Τα ενδιαφέροντά μου είναι ..., Σου αρέσει η μαγειρική;). They create and perform more complex and varied texts, for example, role-plays of interactions at a restaurant, songs about leisure activities, acrostic poems, blogs about experiences at school, tourism advertisements for a Greek island and journal entries. They plan, draft and present imaginative and informative texts, for example, a children’s book, design interactive texts, for example, word games, and collaborative tasks, for example, menus, and participate in discussions and games, such as Greek board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.
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 use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as, Πώς διασκεδάζουν στην Ελλάδα; from a range of texts and communicate information, views and ideas using different modes of presentation. They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas...
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 use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as, Πώς διασκεδάζουν στην Ελλάδα; from a range of texts and communicate information, views and ideas using different modes of presentation. They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others (for example, Μία αξέχαστη εκδρομή, Όταν ξέχασα να ...). They use grammatical features, such as regular verbs, irregular verbs, adverbs, adjectives (for example, έμεινα, έπαιζα, θα μείνω, είπε, να μπορέσω, γρήγορα, πιο γρήγορα, γρηγορότερα, πολύ), pronouns (for example, αυτός, κάτι) and conjunctions (for example, που, πως, ότι, επειδή, δηλαδή, αλλά, γιατί) to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interpret texts, identifying and explaining words with particular cultural significance in Greek, and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to help meaning. They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.
Students identify and reproduce irregularities of some sound–letter relationships and combinations. They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal (for example, Συγγνώμη, Με συγχωρείτε), explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the Greek language from ancient to modern times, and suggest reasons for change. They give examples of ways that language use reflects cultural ideas, assumptions and perspectives such as, Έχει φιλότιμο, Καλύτερα να σου βγει το μάτι παρά το όνομα, and how what is considered normal in communication varies across cultures.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
