Years 1 to 2
Languages
ASLANMGRF10Y12
Years 1 to 2 Modern Greek Achievement Standard
8 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 Year 2, students use Greek language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts.
Students imitate the sounds and rhythms of spoken Greek. They demonstrate understanding that Greek has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Greek and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 8 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 Year 2, students use Greek language to interact and share information related to the classroom and themselves.
Content descriptorAC9LMG2C01 Communicating meaning in Greek
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration using greetings depending on the time of day and relationship to the other person, for example, Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking with adults
- Elaboration following classroom instructions and commands, for example, σήκω, σηκωθείτε, έλα, ελάτε, ελάτε μέσα, καθίστε, Έλα εδώ, Πήγαινε έξω, Κλείσε την πόρτα, Σβήσε το φως
- Elaboration participating in routine exchanges such as opening and closing of lessons, Καλημέρα παιδιά, Χαίρετε κυρία, responding to the class roll call, εδώ, λείπει, and moving between activities, for example, Ελάτε, Καθίστε
- Elaboration responding to and using formulaic expressions in everyday classroom-related situations, for example, ορίστε, ευχαριστώ, παρακαλώ, Δεν ξέρω, Πώς είσαι; Είμαι καλά, Εσύ; Καλά, Τι κάνετε; Έτσι κι έτσι, Εσείς; incorporating intonation and appropriate gestures and body language
- Elaboration using some Greek expressions and spontaneous exclamations when interacting with peers, for example, πω πω, έλα, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα! μπράβο! and noticing differences in the use of language, voice or body language
- Elaboration asking to borrow items and expressing possession of belongings, for example, Θέλω μολύβι, έχω βιβλίο
- Elaboration recognising and responding to questions about themselves, for example, Πώς σε λένε; Με λένε ... Σου αρέσει η λεμονάδα; Ναι μου αρέσει, Όχι
- Elaboration introducing themselves and other important people in their lives to others, for example, Με λένε ..., Εσένα; /Εσάς; Εσένα πώς σε λένε; Να η μαμά μου
- Elaboration using modelled sentences and/or supporting gestures to communicate informally about likes and dislikes and favourite possessions, for example, Σου αρέσει ...; Ναι, Όχι, lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LMG2C01 Communicating meaning in Greek
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration using greetings depending on the time of day and relationship to the other person, for example, Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking with adults
- Elaboration following classroom instructions and commands, for example, σήκω, σηκωθείτε, έλα, ελάτε, ελάτε μέσα, καθίστε, Έλα εδώ, Πήγαινε έξω, Κλείσε την πόρτα, Σβήσε το φως
- Elaboration participating in routine exchanges such as opening and closing of lessons, Καλημέρα παιδιά, Χαίρετε κυρία, responding to the class roll call, εδώ, λείπει, and moving between activities, for example, Ελάτε, Καθίστε
- Elaboration responding to and using formulaic expressions in everyday classroom-related situations, for example, ορίστε, ευχαριστώ, παρακαλώ, Δεν ξέρω, Πώς είσαι; Είμαι καλά, Εσύ; Καλά, Τι κάνετε; Έτσι κι έτσι, Εσείς; incorporating intonation and appropriate gestures and body language
- Elaboration using some Greek expressions and spontaneous exclamations when interacting with peers, for example, πω πω, έλα, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα! μπράβο! and noticing differences in the use of language, voice or body language
- Elaboration asking to borrow items and expressing possession of belongings, for example, Θέλω μολύβι, έχω βιβλίο
- Elaboration recognising and responding to questions about themselves, for example, Πώς σε λένε; Με λένε ... Σου αρέσει η λεμονάδα; Ναι μου αρέσει, Όχι
- Elaboration introducing themselves and other important people in their lives to others, for example, Με λένε ..., Εσένα; /Εσάς; Εσένα πώς σε λένε; Να η μαμά μου
- Elaboration using modelled sentences and/or supporting gestures to communicate informally about likes and dislikes and favourite possessions, for example, Σου αρέσει ...; Ναι, Όχι, lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something
Content descriptorAC9LMG2C02 Communicating meaning in Greek
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (9)
- Elaboration singing and engaging in play-based activities that include rhymes, action songs, lullabies and counting songs, such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια
- Elaboration participating in show and tell or a presentation about a favourite item using simple language, for example, Να η κούκλα μου. Τη λένε ...
- Elaboration collaborating with peers in activities such as a guided role-play or labelling items, using modelled language, for example, ορίστε, ευχαριστώ, παρακαλώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Δία
- Elaboration playing a range of games using secure digital tools and applications to reinforce vocabulary, for example, playing matching pairs, filling in gaps, drag and drop, memory games and bingo, using visual and spoken cues and formulaic expressions such as Να το, το βρήκα!
- Elaboration taking turns in games and action songs using the repetitive language Σειρά σου, Έλα Άννα, and songs such as Περνά περνά η μέλισσα, Γύρω γύρω όλοι
- Elaboration contributing to and using classroom resources to aid the learning of Greek, for example, a picture dictionary, photo wall, word wall, or classroom routines/greeting poster
- Elaboration using the Greek alphabet and numerals with support to ‘crack the code’ and solve a puzzle, problem or lead them to a location individually or in groups
- Elaboration interacting with a character or puppet in an imaginary situation or setting, using gestures to communicate informally, for example, Πού είναι ο Σπότ; Τι κάνει ο Σποτ
- Elaboration performing a traditional dance to an audience, using modelled language and exclamations, clapping and gestures, for example, Παλαμάκια, Όπα, Πω πω
Content descriptorAC9LMG2C04 Communicating meaning in Greek
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (7)
- Elaboration noticing hand gestures, intonation patterns, facial expressions and body language that accompany Greek language and interactions, for example, in formal/informal greetings, when introducing or instructing, and when expressing preferences and feelings
- Elaboration noticing the use of titles to address the teacher and first names or surnames to address adults, to show respect, for example, κύριε Νίκο, κυρία Ελένη, κυρία Παπαδοπούλου
- Elaboration noticing the cultural meaning in some expressions or phrases such as χρόνια πολλά which can be used for any celebration or occasion, for example, birthdays, name days, Christmas
- Elaboration understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’, and vice versa, for example, φιλότιμο
- Elaboration using some Greek words, expressions and exclamations when playing and conversing with one another, for example, όχι! Ναί! Επιτυχία!, and noticing and comparing body language and tone when using English
- Elaboration using culturally appropriate language in different settings, for example, to show politeness and respect, γεια σου/γεια σας, Να‘σαι καλά, Να’στε καλά
- Elaboration engaging in different Greek cultural practices or traditional activities held at different times of the year, and linking them with classroom-related vocabulary, for example, flying kites for Απόκριες, decorating λαμπάδες for Easter, making flowers for Πρωτομαγιά, wishing someone a Χρόνια πολλά, and greeting others on different occasions
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LMG2C03 Communicating meaning in Greek
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (8)
- Elaboration listening for key words and expressions in stories, rhymes or songs, using visual, non-verbal and spoken cues to respond in a variety of ways, for example, μου αρέσει, δε μου αρέσει
- Elaboration demonstrating comprehension of ideas in simple spoken, written and multimodal texts through actions such as labelling, matching, drawing, onscreen pointing, clicking or dragging
- Elaboration responding to questions about characters, places and objects that elicit details such as characteristics, size, colour, shape, quantity, for example, Να ο λύκος, Eίναι κακός
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Greek and the language(s) they may speak at home
- Elaboration sorting and categorising information using simple graphic organisers such as graphs, mind maps or tables, for example, recording likes and dislikes, masculine, feminine and neuter words, pets at home
- Elaboration participating in shared reading of imaginative and informative texts, and making predictions about the storyline and characters using cues from the heading, symbols, pictures and words in the text, or answering questions related to key information
- Elaboration performing songs, chants and rhymes in response to an imaginative digital or online text, for example, Η πολύ πεινασμένη κάμπια, experimenting with different expressive effects such as different voices, or using simple gestures such as a hand action to show Πω πω!
- Elaboration listening to, reading or viewing a story and sequencing the events and ideas using storyboards, drawing pictures and adding captions, or cutting and gluing pictures/words in order
They use familiar words and modelled language to create texts.
Content descriptorAC9LMG2C05 Communicating meaning in Greek
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (8)
- Elaboration using familiar vocabulary and modelled sentence structures to create informative texts about self, family, friends and possessions, such as a spoken or written description, class book, family tree or dialogue, for example, Η αδερφή μου είναι είκοσι χρονών, Το σκυλί μου είναι μαύρο, Το υπνοδωμάτιό μου …
- Elaboration role-playing their favourite characters or events from familiar shared storybooks such as ‘Mr. Archimedes’ bath’, and making simple statements in Greek, for example, Είμαι η Πέππα. Πάω στο γιατρό. Ο κύριος Αρχιμήδης κάνει μπάνιο.
- Elaboration using secure digital tools and following prompts to create informative multimodal texts such as e-books, animations, videos, voice-over pictures on familiar topics of interest, adding captions, labels, speech bubbles, subtitles and onomatopoeic sounds to engage audience
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating and presenting bilingual big books, storyboards or digital texts based on a variety of real or imagined scenarios in familiar contexts, adding images and captions, for example, Τα τρία γουρουνάκια
- Elaboration identifying self as belonging to family, class or peer/community groups and representing these relationships through drawing pictures or adding captions to photos, for example, ο φίλος μου, η τάξη μας, η οικεγένειά μου
- Elaboration making bilingual greeting cards for celebrations such as Ημέρα της μητέρας, γενέθλια, Πάσχα, using quotes, for example, καλό Πάσχα, Χαρούμενη γιορτή της μητέρας μαμά, χρόνια πολλά, alongside equivalent English greetings where culturally appropriate
- Elaboration writing the simple steps/captions to a traditional dance, and performing for an audience using modelled language and exclamations, and hand gestures, for example, Παλαμάκια, Όπα, Ποπό
Students imitate the sounds and rhythms of spoken Greek.
Content descriptorAC9LMG2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Greek and learn how sounds are produced, and represented in the Modern Greek alphabet
Elaborations (7)
- Elaboration building phonic awareness by pronouncing, copying and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
- Elaboration recognising that most duplicated consonants in a word sound the same as the single consonants, for example, κόκκινο, Ελλάδα, άλλο, εννέα, ‘Αννα
- Elaboration imitating the sounds, rhythms, intonation and stress of Greek, using hand gestures and non-verbal cues to assist learning
- Elaboration locating and highlighting specific alphabet letters and accent marks in names, οr identifying vowels or consonants within words
- Elaboration developing pronunciation, intonation and pace by singing, reciting and repeating alphabet names, for example, in the alphabet song or when referring to a letter in a word
- Elaboration recognising and making simple syllables from consonant–vowel combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words, such as α-λά-τι and μά-τι
- Elaboration identifying and pronouncing the most common digraphs/diphthongs, including μπ as in μπαμπάς and ου as in μου
They demonstrate understanding that Greek has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LMG2U02 Understanding language and culture
recognise that the Modern Greek alphabet and features of language are used to construct meaning in Greek
Elaborations (12)
- Elaboration recognising that there are 24 letters in the Modern Greek alphabet, each with individual names, that there are upper-case and lower-case letters, 7 vowels and 17 consonants, and that ς - τελικό σίγμα, only appears on the ends of words, for example, Nίκος, Δημήτρης, Φώτης
- Elaboration recognising that all nouns, in particular names in Greek, have an article and gender, for example, ο μπαμπάς, η Άννα, το σκυλί
- Elaboration noticing that adjectives have gender, for example, o κόκκινος, η κόκκινη, το κόκκινο, o μεγάλος, η μεγάλη, το μεγάλο, o καλός, η καλή, το καλό
- Elaboration using simple adverbs to show location, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω
- Elaboration noticing how simple adjectives and adverbs enhance sentences, for example, Κάνει λίγο κρύο, Σ’ αγαπώ πολύ μαμά! Το σπίτι είναι πολύ μεγάλο, η μικρή βάρκα, η μεγάλη βάρκα
- Elaboration using verbs in the first person to describe aspects of self, for example, Είμαι αγόρι, είμαι έξι, έχω γάτα
- Elaboration recognising terms for common, everyday nouns, for example, η πόρτα, η καρέκλα, οι καρέκλες, το σπίτι, τα σπίτια, o μπαμπάς
- Elaboration responding to and issuing commands, for example, έλα εδώ!, κάτσε κάτω!
- Elaboration responding to questions that include verbs in the second person, singular or plural, such as Πόσω/ν χρονών είσαι; Τι κάνετε;
- Elaboration developing number knowledge and using numbers in modelled sentences, for example, Είμαι έξι
- Elaboration beginning to use conjunctions such as και to link simple ideas
- Elaboration noticing sentence level punctuation such as capitalisation of names, question marks and the use of the accent mark to indicate emphasis, for example, ο σκύλος, η γάτα, το βιβλίο, Σ'αρέσει να παίζεις ποδόσφαιρο;
They give examples of similarities and differences between some features of Greek and English.
Content descriptorAC9LMG2U03 Understanding language and culture
notice that Greek has features that may be similar to or different from English
Elaborations (6)
- Elaboration comparing similar texts in Greek and English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market
- Elaboration understanding that the 26 letters of the Roman alphabet have connections with the Ancient Greek alphabet, and comparing lower-case and upper-case Modern Greek and Roman alphabet letters
- Elaboration understanding that there are many words and names in English that have Greek origins, for example, Alex, Chloe, Timothy, Theodore, Zoe, alphabet, astronaut, chemist, dentist, echidna, platypus, eucalyptus, hippopotamus, mathematics, school, story, telephone
- Elaboration using an anchor chart for cognates and words with Greek roots, and adding to it throughout the year, for example, αλφάβητο, βάζο, Σεπτέμβριος, σαλάτα, λεμόνι, μπανάνα
- Elaboration recognising the order of words in phrases and sentences, for example, η μαμά μου, Δεν κάνει κρύο, Nα η θεία μου, and making comparisons with English sentence structure
- Elaboration noticing that certain sounds in English do not exist in Greek, for example, noticing sounds when writing their names and other familiar words such as ‘a’-α as in Katerina/Κατερίνα, the hard ‘d’-ντ as in tomato/ντομάτα, ‘b’-μπ as in dad/μπαμπάς, and ‘j’-τζ as in glass/τζάμι
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LMG2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (7)
- Elaboration noticing non-verbal forms of communicating with each other in Greek and English, such as ways of greeting, and how body language can be used to express agreement, disagreement, preferences, feelings and emotions
- Elaboration comparing aspects of their own and Greek-speaking children’s lifestyles, family interactions and celebrations, for example, daily greetings, main meal of the day and associated language such as ορίστε, καλή όρεξη
- Elaboration identifying terms and concepts that can be used to help understand and discuss culture, for example, flags, food, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jumpers
- Elaboration exploring symbols and languages used by First Nations Australians and by Greek-speaking communities in a range of contexts, for example, identifying the colours of flags in Greek and discussing what the colours represent in English
- Elaboration exploring the significance of different Greek cultural practices, activities and games, for example, using a κομπολόι, making red and white Μαρτάκια bracelets for March, flower wreaths for Πρωτομαγιά – 1 May, οr making masks or kites for Απόκριες
- Elaboration recognising that words and behaviours may reflect aspects of culture and identity, for example, γλέντι, κέφι, χρόνια πολλά, όπα!, and that it may be hard to explain their meaning or capture the full essence in English
- Elaboration participating in an ‘Ancient Greek Day’ with invited guests, assisting in the preparation of some traditional Ancient Greek food, or participating in a mini version of the Olympics, using and teaching related vocabulary and presenting winners with a laurel wreath
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Greek | Interacting in Greek | 2 | 18 |
| Communicating meaning in Greek | Mediating meaning in and between languages | 2 | 15 |
| Communicating meaning in Greek | Creating text in Greek | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 73 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Modern Greek?
By the end of Year 2, students use Greek language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Greek: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Modern Greek standard (ASLANMGRF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.