Foundation
Languages
ASLANMGRF10FY
Foundation Modern Greek Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create Greek texts, with support. They identify that Greek and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create Greek texts, with support.
Content descriptorAC9LMGF01
with support, recognise and communicate meaning in Greek
Elaborations (10)
- Elaboration using common greetings and gestures relevant to the time of day, καλημέρα, καλησπέρα, καληνύχτα
- Elaboration participating in everyday routines such as saying the day, weather and how they are, responding to the class roll call, and instructions, or expressing thanks, for example, Σήμερα είναι Δευτέρα, κάνει κρύο, είμαι καλά, δεν είμαι καλά, Ελάτε μέσα, Κλείσε την πόρτα, Κάτσε κάτω, Σήκω πάνω
- Elaboration using non-verbal ways of communicating and showing understanding in interactions such as gestures, body language and facial expressions, for example, a nod of their head, hand gestures, eye contact or thumbs up
- Elaboration using simple, modelled language to introduce themselves, such as Γεια σας, Με λένε …, Είμαι … χρονών.
- Elaboration naming family members, friends and pets using props such as photographs, pictures, puppets or soft toys, for example, Η μαμά μου, ο μπαμπάς μου, η γάτα μου
- Elaboration using modelled language to express simple likes using keywords, props, pictures and realia, for example, Μου αρέσει το κόκκινο.
- Elaboration participating in group songs, rhymes and chants with actions and movement, such as number, animal or alphabet songs, for example, ένα - δέκα, Κεφάλι, ώμοι, γόνατα, πόδια, Η γιαγιά μου η καλή, Να το, να το, το αστράκι, Πέντε παπάκια
- Elaboration participating with others in play-based, imaginative experiences such as playing shops, dress-ups, open-ended play scenarios and sensory play, and experimenting with appropriate language, for example, Μία μπανάνα παρακαλώ, είμαι λύκος, έλα μαμά
- Elaboration demonstrating early literacy skills by labelling, matching, tracing, copying and drawing, for example, labelling items in the classroom, drawing a picture or line to match a word, listening to a word and choosing a matching image
- Elaboration reacting to imaginative texts using comments, illustrations or movement, for example, πω πω!
They identify that Greek and English look and sound different.
Content descriptorAC9LMGF02
explore, with support, language features of Greek noticing similarities and differences between Greek and English
Elaborations (11)
- Elaboration exploring the Modern Greek alphabet through play-based learning experiences such as alphabet block or flashcard games, circle chants to a beat or rhythm, and songs with movement and actions
- Elaboration mimicking the sounds and rhythms of Greek and noticing differences/similarities to own language(s)
- Elaboration tracing, copying or making letters of the Modern Greek alphabet, noticing connections with English, for example, using whiteboards, laminated templates, secure digital applications, chalk on the ground or with tactile materials
- Elaboration noticing that vowel sounds can be represented in more than one way, for example Οο and Ωω
- Elaboration listening to and repeating onomatopoeia, for example, using the sounds γαβ (woof), κο κο κο (cluck cluck cluck), νιάου (miaow), μου (moo), and comparing these sounds with animal sounds in English and other languages represented in the class
- Elaboration observing the position of the tongue and shape of mouth when pronouncing Greek sounds, for example, the trilled r and the 4 single vowel sounds, α, ε, ι, ο, and comparing them with English
- Elaboration talking about Greek words they may use or have heard, such as kalamata, tzatziki, feta οr haloumi, and English words with Greek origin such as octopus, dinosaur, zoo
- Elaboration participating in Greek versions of children’s songs and rhymes, identifying some similarities and differences compared with English versions, for example, key words or a tune such as Το δαχτυλίδι, Ένα, δύο, τρία κουνελάκια, Πέντε παπάκια, Η μικρή αράχνη
- Elaboration writing their names in Greek, English or other known languages and making comparisons regarding number of letters, shape of letters and similar sounds, using some basic terms such as letters, words, capital letters
- Elaboration noticing words that have similar pronunciation in Greek and English, for example, μπανάνα, μαμά, καφέ, βάζο
- Elaboration identifying target letters in words, through games and activities, for example, locating all the β in a particular word or phrase, calling out Το βρήκα or Βρήκα δύο when they locate them
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LMGF03
explore connections between language and culture
Elaborations (8)
- Elaboration exploring different languages and cultures of class members and identifying similar or different ways of expressing common terms such as yes/no, hello/goodbye
- Elaboration exploring culture through play-based experiences such as drawing, games, dress-ups and crafts, highlighting what is important to them and personal practices, customs or language(s) used at home
- Elaboration locating, with support, Greek-speaking countries on a world map, and understanding that there are Greek-speaking communities around the world, including Australia
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration participating in a class or school event celebrating Greek culture, and trying some traditional food, games, listening to a guest speaker or dancing to traditional music, and reflecting on what they learnt and enjoyed
- Elaboration using Greek versions of spontaneous exclamations to express reactions, for example, Ωχ! μ’αρέσει, μπράβο, όπα
- Elaboration observing, through the use of authentic video clips, cartoons and photos, the ways that members of Greek-speaking communities may do some things, for example, during mealtimes, when greeting others, or when celebrating
This achievement standard describes the expected learning for Foundation Modern Greek · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Modern Greek | — | 3 | 29 |
| Total | 3 | 29 | |
Frequently Asked Questions
What should students know by the end of Foundation Modern Greek?
By the end of the Foundation year, students use play and imagination to interact and create Greek texts, with support. They identify that Greek and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Modern Greek: 3).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.