Years 3 to 4
Languages
ASLANMGRF10Y34
Years 3 to 4 Modern Greek Achievement Standard
9 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 4, students use Greek language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of spoken Greek. They demonstrate understanding that Greek has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Greek and make comparisons between Greek and English. They understand that the Greek language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 9 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 4, students use Greek language to initiate structured interactions to share information related to the classroom and their personal worlds.
Content descriptorAC9LMG4C01 Communicating meaning in Greek
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (7)
- Elaboration selecting formal/informal greetings for real or simulated situations depending on the time of day and relationship to the other person, for example, Καλημέρα φίλε, Καλησπέρα κύριε Χρήστο or Καληνύχτα μαμά, and using first names when greeting friends, but adding a salutation when addressing adults, Γεια σας κυρία Βάσω, Τι κάνετε κύριε Δημήτρη;
- Elaboration responding to questions about daily and classroom routines, for example, Πού είναι το φως; Nα το. Πού είναι ο Τάκης; Nα τος. Πού είναι η Άννα; Nα τη. Τι μέρα είναι σήμερα; Σήμερα είναι Δευτέρα. Τι καιρό κάνει σήμερα; Κάνει κρύο. Bρέχει. Δε βρέχει. Ούτε κρύο, ούτε ζέστη.
- Elaboration requesting information from others using modelled sentences, for example, Πού είναι ο κύριος Βασίλης; Να τος. Πού είναι η δασκάλα; Τι ώρα είναι; Είναι μία η ώρα.
- Elaboration using appropriate body language and gestures in response to enquiries, for example, ναι, μ’αρέσει, δε μ’αρέσει, understanding that lifting the head means ‘no’ and is used only in informal situations
- Elaboration asking for permission and requesting help using formulaic phrases, for example, θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω, or asking how to say or write a word or expression, for example, Πώς το λένε;
- Elaboration initiating conversations using modelled words, phrases or spontaneous interjections, for example, Α καλά, έτσι μπράβο, έλα, Πω πω! Ωραία! Όπα!
- Elaboration describing features, characteristics and locations of particular things or places, for example, Πού είναι η κόλλα; Βρίσκεται στο γραφείο του δασκάλου
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LMG4C02 Communicating meaning in Greek
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (6)
- Elaboration planning, rehearsing and performing an item for an audience such as school assembly, another class or parents, and delegating roles and responsibilities
- Elaboration collaborating with peers to plan for and complete tasks such as designing a poster or invitation for a significant event - 25η Μαρτίου, Aπόκριες or a class party, and deciding what items to bring, for example, Θα φέρω γλυκό, θα φέρω σαλάτα
- Elaboration following simple procedures and using familiar phrases and modelled structures for shared activities, for example, following a recipe and naming ingredients to make κουλουράκια, λουκουμάδες, τηγανίτες or φρουτοσαλάτα, or following instructions in a craft activity to make a kite for Καθαρή Δευτέρα
- Elaboration participating in a role-play or skit such as buying goods from an ελληνική αγορά, using props such as Καραγκιόζη or Τάκη the bear to engage in conversation, for example, Πόσο κάνει το γάλα; Δύο δολλάρια
- Elaboration engaging in group games such as Snap, Simon Says, Memory, matching cards or a ball game, praising and encouraging peers, and taking turns, for example, μπράβο σου, ωραία, προσπάθησε, έλα, σειρά μου, σειρά σου
- Elaboration taking turns in pairs to assist the teacher with classroom tasks and responsibilities, for example, roll call, distributing/collecting work, giving basic instructions such as Λείπει ο Γιάννης, Είναι άρρωστος, ορίστε, γράψτε, διαβάστε
They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LMG4C03 Communicating meaning in Greek
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (10)
- Elaboration reading profiles and stories in print and digital form about, for example, people and animals, and creating a display with names and short descriptions, for example, Ο ελέφαντας είναι μεγάλος, Το ποντίκι είναι μικρό
- Elaboration locating and responding to key information relating to school activities in a Greek context, for example, from a sister school, and comparing with own daily schedule/routine, timetable, break time οr subjects
- Elaboration identifying and relaying keywords obtained from short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list, ένα γάλα, δύο ψωμιά, ένα κιλό μπανάνες, ένα πακέτο παξιμάδια or sequencing pictures/items in order of what they hear
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Greek
- Elaboration surveying/interviewing peers regarding their likes, interests, routines and activities, and compiling the results in charts, Venn diagrams, graphs or pictorial presentations, for example, 10 μαθητές έχουν σκυλιά
- Elaboration listening to, reading and viewing stories in various formats, for example, 'Aesop’s Fables', or stories by contemporary Greek authors, and responding to questions about characters, themes and events
- Elaboration using information and descriptive language from a Greek myth or legend, creating a profile or digital presentation about a character, their personality traits, attributes and their achievements, for example, Θεά Αθηνά, κουκουβάγια, ελιά, σπαθί, ασπίδα, Θεά της σοφίας
- Elaboration obtaining information from various sources and deciding which facts to include in a text about the school or community, for example, choosing facts or items that would be useful for Greek-speaking visitors, such as a school/neighbourhood map, timetable or canteen menu
- Elaboration creating a timeline or sequence of the main events of a story using pictures, words and simple sentences, for example, a simple bilingual timeline of Greek history with key dates
- Elaboration watching or listening to a short weather report, deciding which day to invite their friend to play outside and creating a short invitation or message with corresponding images, for example, Θα κάνει ζέστη το Σάββατο, Πάμε στη θάλασσα
Content descriptorAC9LMG4C04 Communicating meaning in Greek
develop strategies to comprehend and adjust Greek language in familiar contexts to convey cultural meaning
Elaborations (5)
- Elaboration translating simple sentences from Greek into English and vice versa, noticing how meaning can change when translating, as in the case of expressions of politeness, for example, Ένα μολύβι παρακαλώ, or how a literal translation of Μπορώ να έχω ένα μολύβι σε παρακαλώ; would not be used in Greek
- Elaboration translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels, such as Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€, noting that some signs and symbols are universal, for example, the ‘stop’ sign is a similar shape and colour in many countries
- Elaboration creating handmade or digital greeting cards, in both Greek and English, for different celebrations and traditions, and adjusting language accordingly, for example, Καλά Χριστούγεννα, Καλό Πάσχα, φιλάκια
- Elaboration creating resources for the class, to reinforce learning and exposure to language concepts, for example, making pattern charts, a bilingual class digital dictionary, a vocabulary mind map with connected words, or a board game
- Elaboration identifying some Greek morphemes – prefixes, roots or suffixes – to build vocabulary and predict meaning of unfamiliar language, for example, anti- as in anticlockwise, -logy as in technology, -phone as in telephone
They use modelled language and basic syntax to create texts.
Content descriptorAC9LMG4C05 Communicating meaning in Greek
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
Elaborations (8)
- Elaboration creating spoken, written, print or digital texts using formulaic expressions, simple phrases and sentences to describe family, peers, friends, objects or their favourite pets/animals, for example, Να ο Τάσος, Είναι δέκα χρονών, Του αρέσει να παίζει τένις, Είναι από την Ελλάδα, Μένει στην Αδελαΐδα, Το σπίτι μου, Να η κουζίνα, Να το μπάνιο, Να το αρνάκι, Είναι μικρό
- Elaboration creating a class profile using information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours, το μπάσκετ, το ποδόσφαιρο, το παστίτσιο, η κοτόσουπα, άσπρο, κόκκινο
- Elaboration creating and exchanging simple correspondence such as bilingual greeting cards, notes, invitations or messages, in print or digital form
- Elaboration creating simple descriptions in Greek and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration presenting factual information on events or topics of possible interest to children of their own age in Greek-speaking communities, using multimodal resources and authentic materials such as menus, recipes, invitations, instructions, artefacts, brochures or maps
- Elaboration creating and performing simple imaginative texts, switching between Greek and English to enhance meaning, and using dance, singing, movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, and adopting the profile of a character such as Theseus, the Minotaur, Icarus, Hercules, Cyclops or Persephone
- Elaboration modifying texts with their own creative input, for example, substituting words or characters (with an animal, Greek food, etc.) in a well-known song, story or procedure, such as Η Mικρή Ελένη, Χρόνια χρόνια πολλά, Η πολύ πεινασμένη κάμπια, or modifying a recipe with alternative ingredients
- Elaboration using scaffolded textual conventions by creating a new story in the form of a digital picture book, or using favourite characters from imaginative texts such as Ηρακλής or Σποτ, and adding captions using formulaic expressions and modelled language, for example, Μια φορά και έναν καιρό, Τέλος, Και ζήσαν αυτοί καλά κι εμείς καλύτερα
Students imitate sound combinations and rhythms of spoken Greek.
Content descriptorAC9LMG4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Greek to form words and phrases
Elaborations (8)
- Elaboration recognising and pronouncing the sounds of the Modern Greek alphabet as well as the most common digraphs and letter blends, for example, ου, αι, ει, οι, μπ, ντ, γγ, γκ, τσ, τζ, αυ, ευ, and using them to form words such as μου, είναι, όλοι, μπάνιο, ντομάτα, φεγγάρι, γκρι, τσάι, μαϊμού, μελιτζάνα, αύριο, αυτί, Παρασκευή, ευχή
- Elaboration practising letter clusters, for example, στρ, μπρ, μπλ, γκρ, σπρ in common words or in names, στρώμα, Στράτος, ομπρέλα, μπράβο, μπλε, γκρι, άσπρο
- Elaboration focusing on letters and sounds that are different and initially difficult, and pronouncing words starting with the sounds Ψψ and Ξξ - ψάρι, ξύλο, recognising that these 2 sounds only appear in the middle or at the end of words in English, as in axe, six, socks, chips, and are formed with 2 phonemes – ps or ks
- Elaboration identifying sounds within high-frequency words, such as το, και, ναι, μου, έχω, είμαι, είναι, θέλω, να
- Elaboration using different strategies such as mnemonic devices to remember new sounds, pronunciation and intonation patterns
- Elaboration understanding how gestures and intonation are used to modify intended meaning, for example, Είσαι καλά; Τι κάνεις
- Elaboration listening to and repeating basic tongue twisters or plays on words, for example, Μια πάπια μα ποια πάπια; Μια πάπια με παπιά, Σου’πα να φας σούπα, Σήκω να φας σύκο
- Elaboration recording themselves reading short texts aloud to practise sounds, stress and intonation, and predicting pronunciation by sounding out words based on phonetic knowledge
They demonstrate understanding that Greek has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LMG4U02 Understanding language and culture
recognise Greek language conventions, simple grammatical structures and basic syntax in familiar texts and contexts
Elaborations (12)
- Elaboration using the accent mark appropriately in Greek when reading or writing, for pronunciation as well as meaning
- Elaboration applying appropriate punctuation marks such as full stops, commas, exclamation marks and question marks, in a range of texts
- Elaboration noticing the use of gender in Greek nouns, singular/plural and articles, for example, ο μπαμπάς, η Άννα, η γάτα, οι γάτες, το νερό, τα ψάρια
- Elaboration understanding and using adjectives to describe characteristics or qualities of a person, place or object, for example, τρία μικρά γουρουνάκια, and recognising that adjective endings determine the gender and must agree with the noun, for example, καλός καφές, καλή μαμά, καλό παιδάκι, ψηλός άντρας, ψηλή κοπέλα, ψηλό δέντρο, άσπρος πίνακας
- Elaboration creating simple sentences in the subject+verb+object order, for example, Το βάζο έχει λουλούδια, To όνομά μου είναι ...
- Elaboration using familiar verbs in sentences, for example, η γάτα τρέχει, το παιδί τρώει, η μαμά γελά, έλα μπαμπά, ελάτε μέσα, άνοιξε την πόρτα, έχω στυλό
- Elaboration experimenting with compound sentences using conjunctions such as και and αλλά
- Elaboration using some adverbs of place, degree and certainty, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα, γύρω, λίγο, πολύ, ναι, μάλιστα, όχι, δε(ν), μη(ν) and some modelled use of adverbs of time, σήμερα, αύριο, χτες
- Elaboration recognising singular and plural noun endings, for example, o σκύλος, οι σκύλοι, η γάτα, οι γάτες, το σπίτι, τα σπίτια
- Elaboration understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
- Elaboration expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει, κάνει κρύο/δεν κάνει κρύο
- Elaboration expanding counting ability to larger numbers, in context and with support, for example, έχω εκατό δολλάρια, and using numbers to tell the time, for example, Είναι μία η ώρα
They recognise that some terms have cultural meanings.
Content descriptorAC9LMG4U04 Understanding language and culture
identify connections between Greek language and cultural practices
Elaborations (10)
- Elaboration exploring the meaning of culture and identity, for example, creating a multimedia presentation to show ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, languages spoken, preferences and values
- Elaboration discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτρη
- Elaboration recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek-speaking people use body language when communicating, which varies according to relationships and context
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Greek language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Greek-speaking cultural groups
- Elaboration 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 their context and use
- Elaboration understanding that there is the standard language called ‘Modern Greek’, as well as a number of different language variations spoken throughout Greece, Cyprus and the Greek diaspora, which reflect the cultural diversity of Greek-speaking communities
- Elaboration reflecting on authentic Greek cultural elements and traditions, for example, sugared almonds at weddings and baptisms, βασιλόπιτα, τσουρέκι, and the symbolism and language associated with them
- Elaboration understanding and explaining concepts and values such as το γλέντι, η παρέα and το πανηγύρι, for example, during Greek festivals, birthdays and name days
- Elaboration recognising and explaining to others the significance of familiar Greek cultural practices maintained over time, for example, the importance of hospitality, το κέρασμα στη γιορτή, πανηγύρια, or singing the national anthem
- Elaboration experiencing and discussing the importance of music and dance in Greek culture, as an expression of identity and emotions, such as national pride, happiness, joy and sadness
They identify patterns in Greek and make comparisons between Greek and English.
Content descriptorAC9LMG4U03 Understanding language and culture
recognise familiar Greek language features and compare with those of English, in known contexts
Elaborations (9)
- Elaboration comparing Greek and English names, for example, discussing how female names often end with a vowel/vowel sound, for example, Μαρία, Αγγελική, and male names often end with ς, for example, Χρήστος, Δημήτρης, Κώστας
- Elaboration developing vocabulary to describe and explain features of Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in Greek or English
- Elaboration discussing how Australian English terms and expressions might be understood or interpreted from a Greek perspective, for example, ‘the outback’, ‘bushwalking’, ‘kick a footy’ or ‘no worries’
- Elaboration identifying the main Greek and English language features of a short narrative such as a song, rhyme or poem, or a simple description, dialogue or procedure such as a recipe
- Elaboration noticing the differences between texts of the same mode/macro skill, for example, a birthday card and an email, and between multimodal texts, for example, listening to or reading the lyrics of a song, or reading a dialogue and acting it out
- Elaboration recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, webpage or picture book
- Elaboration noticing that languages are fluid and ever evolving and influence each other, for example, some words in Greek such as πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ are borrowed from other languages
- Elaboration recognising that Ancient Greek has developed into Modern Greek, and has influenced many languages including some words in English, for example, aeroplane, astronaut, history, mathematics, Nike, school, story
- Elaboration recognising similarities and differences in word order in simple Greek and English sentences, for example, subject+verb+object, Εγώ μελετώ ελληνικά – I study Greek, compared with object+verb+subject, Ελληνικά μελετώ εγώ – Greek (is what) I study
They understand that the Greek language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LMG4U04 Understanding language and culture
identify connections between Greek language and cultural practices
Elaborations (10)
- Elaboration exploring the meaning of culture and identity, for example, creating a multimedia presentation to show ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, languages spoken, preferences and values
- Elaboration discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτρη
- Elaboration recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek-speaking people use body language when communicating, which varies according to relationships and context
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Greek language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Greek-speaking cultural groups
- Elaboration 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 their context and use
- Elaboration understanding that there is the standard language called ‘Modern Greek’, as well as a number of different language variations spoken throughout Greece, Cyprus and the Greek diaspora, which reflect the cultural diversity of Greek-speaking communities
- Elaboration reflecting on authentic Greek cultural elements and traditions, for example, sugared almonds at weddings and baptisms, βασιλόπιτα, τσουρέκι, and the symbolism and language associated with them
- Elaboration understanding and explaining concepts and values such as το γλέντι, η παρέα and το πανηγύρι, for example, during Greek festivals, birthdays and name days
- Elaboration recognising and explaining to others the significance of familiar Greek cultural practices maintained over time, for example, the importance of hospitality, το κέρασμα στη γιορτή, πανηγύρια, or singing the national anthem
- Elaboration experiencing and discussing the importance of music and dance in Greek culture, as an expression of identity and emotions, such as national pride, happiness, joy and sadness
This achievement standard describes the expected learning for Years 3 to 4 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 | 13 |
| 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 | 29 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 9 | 75 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Modern Greek?
By the end of Year 4, students use Greek language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Modern Greek standard (ASLANMGRF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.