Years 5 to 6
Languages
ASLANMGRF10Y56
Years 5 to 6 Modern Greek Achievement Standard
10 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 6, students initiate and use strategies to maintain interactions in Greek language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Greek or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules of pronunciation and intonation in spoken Greek. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Greek. They compare language structures and features in Greek and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Foundation to Year 10 sequence
The 10 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 6, students initiate and use strategies to maintain interactions in Greek language that are related to their immediate environment.
Content descriptorAC9LMG6C01 Communicating meaning in Greek
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (6)
- Elaboration varying language according to age, gender, relationship and social status when meeting people for the first time or speaking with friends, family, teachers or other adults, for example, Καλημέρα σας κύριε Πέτρο, ευχαριστώ, ευχαριστούμε κυρία, Χαίρετε, Χαίρω πολύ
- Elaboration initiating and sustaining modelled exchanges at the beginning of each lesson, building on known expressions, for example, Τι μήνας είναι; Είναι Μάρτιος, Τι ημερομηνία έχουμε σήμερα; Έχουμε 18 Μαρτίου, Ποια εποχή έχουμε; Έχουμε καλοκαίρι
- Elaboration asking and responding to questions about home life, shared interests, hobbies, friends or school, for example, Σου αρέσουν τα μαθηματικά; Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες, Πάμε έξω
- Elaboration practising techniques to initiate and sustain short conversations and enhance fluency, such as adding interjections, body language and common expressions to dialogues, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα, Σοβαρά; Τι λες! Συγγνώμη, Δε νομίζω!
- Elaboration conversing to discuss and compare routines, chores, interests, preferences and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τένις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου, Το Σάββατο ..., Είναι ..., Έχει ..., Μου αρέσει ..., Δε μου αρέσει ..., Θα πάω ..., Πήγα …, and presenting the information to others
- Elaboration responding to and making requests and asking for help from peers and the teacher, for example, Δεν καταλαβαίνω …, Mπορώ να πάω στην τουαλέτα; Ένα μολύβι παρακαλώ; Ναι, ορίστε
They use appropriate sound combinations, intonation and rhythm in spoken texts.
Content descriptorAC9LMG6C01 Communicating meaning in Greek
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (6)
- Elaboration varying language according to age, gender, relationship and social status when meeting people for the first time or speaking with friends, family, teachers or other adults, for example, Καλημέρα σας κύριε Πέτρο, ευχαριστώ, ευχαριστούμε κυρία, Χαίρετε, Χαίρω πολύ
- Elaboration initiating and sustaining modelled exchanges at the beginning of each lesson, building on known expressions, for example, Τι μήνας είναι; Είναι Μάρτιος, Τι ημερομηνία έχουμε σήμερα; Έχουμε 18 Μαρτίου, Ποια εποχή έχουμε; Έχουμε καλοκαίρι
- Elaboration asking and responding to questions about home life, shared interests, hobbies, friends or school, for example, Σου αρέσουν τα μαθηματικά; Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες, Πάμε έξω
- Elaboration practising techniques to initiate and sustain short conversations and enhance fluency, such as adding interjections, body language and common expressions to dialogues, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα, Σοβαρά; Τι λες! Συγγνώμη, Δε νομίζω!
- Elaboration conversing to discuss and compare routines, chores, interests, preferences and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τένις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου, Το Σάββατο ..., Είναι ..., Έχει ..., Μου αρέσει ..., Δε μου αρέσει ..., Θα πάω ..., Πήγα …, and presenting the information to others
- Elaboration responding to and making requests and asking for help from peers and the teacher, for example, Δεν καταλαβαίνω …, Mπορώ να πάω στην τουαλέτα; Ένα μολύβι παρακαλώ; Ναι, ορίστε
Content descriptorAC9LMG6C04 Communicating meaning in Greek
apply strategies to interpret and convey meaning in Greek language in familiar non-verbal, spoken and written cultural contexts
Elaborations (11)
- Elaboration comparing translations of written texts from Greek into English and from English into Greek, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from different cultural perspectives
- Elaboration translating simple sentences, noticing that there is not always word for word equivalence when moving between Greek and English or vice versa, because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός, and brainstorming ways to ensure accurate transfer of meaning
- Elaboration recognising that some Greek expressions and concepts cannot be translated into English without losing the cultural nuance οr intent, or cannot be captured using a single word, for example, το φιλότιμο
- Elaboration identifying phrases and idioms in Greek that do not make sense when translated word for word, for example, Χρόνια Πολλά, Και του χρόνου, Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!
- Elaboration recognising that some words have many different meanings, for example, the multiple meanings of γεια σου – hello, goodbye, cheers, bless you; είναι – he is, she is, it is, they are, is, are
- Elaboration creating simple print or digital bilingual texts for specific audiences, for example, creating bilingual resources such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online story books including text and images for a younger audience, or a game of Snap using words only
- Elaboration creating a word bank or wall mind map that includes cognates, phrases, common cultural expressions, or patterns/structures, such as a classroom resource to assist learning and comprehension, for example, σπίτι, πόρτα, παράθυρο, Γιορτή, χρόνια πολλά, και του χρόνου
- Elaboration recognising some ‘false friends’ in Greek, for example, ναι means ‘yes’ in Greek but sounds like ‘no’ in English, learning to use a range of translation tools effectively and realising the limitations of each and the risk of using incorrect language that may not suit the context, audience or purpose
- Elaboration highlighting unknown words or structures and using problem-solving techniques such as looking at what comes before and after, and using this knowledge to obtain the gist/idea of a sentence
- Elaboration reading non-verbal cues and body language such as facial expressions and hand gestures to aid comprehension, and applying this knowledge to their own interactions
- Elaboration co-constructing an anchor chart that includes definitions of language features in Greek texts and examples of commonly used language and structures from familiar texts, for example, in fairytales or folktales, Μια φορά κι έναν καιρό ..., … and Ζήσανε αυτοί καλά και εμείς καλύτερα
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LMG6C02 Communicating meaning in Greek
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (5)
- Elaboration organising an event, for example, inviting a special guest such as γιαγιά to share information with the class about Greek celebrations such as βάφτιση, γάμος, or to share a traditional κουλουράκια or λουκουμάδες recipe
- Elaboration collaboratively working with another group, for example, reading books to younger students face-to-face or in a secure online environment, or teaching a skill step-by-step, such as dyeing eggs, decorating λαμπάδες
- Elaboration planning and participating in an activity involving negotiation of roles and responsibilities, for example, planning a school assembly, excursion or class celebration, using expressions related to place, time and numbers, Πού θα πάμε; Στοv κινηματογράφο, στις έξι, Εγώ θα φέρω σαλάτα, Εσύ να φέρεις το γαλακτομπούρεκο
- Elaboration organising displays, presentations or performances to showcase Greek language and culture to others, and creating promotional materials, for example, organising an upcoming event poster, a class play, or a celebration for the anniversary of Greek Independence Day – 25η Μαρτίου 1821, or Greek National Day – 28η Oκτωβρίου 1940
- Elaboration responding to feedback to improve a piece of work, for example, asking for recommendations and incorporating suggestions, πώς είναι η γραφή μου;
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Greek or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LMG6C03 Communicating meaning in Greek
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (11)
- Elaboration locating and processing information from a range of digital and print sources about sustainability, such as food packaging, and answering questions about specific facts, for example, suitability to recycle, reducing waste, or the use of different bins, σκουπίδια, ανακύκλωση, γυάλινο, χάρτινο, πλαστικό
- Elaboration obtaining information from informative, reliable sources about festivals and events in Greek-speaking communities, for example, kite flying on Clean Monday, Easter, summer holidays in July, New Year’s Eve, music festivals
- Elaboration viewing simple multimedia advertisements to develop a shared set of vocabulary and expressions, such as Κοστίζει 20€, Είναι καλό για την υγεία, to use in their own advertisement for a food item such as olive oil or mastiha gum
- Elaboration listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Greek
- Elaboration reading or viewing a text about a real event, festival or celebration, and reorganising and sequencing the main ideas when creating an invitation or a message regarding the event for friends and family, for example, θα κάνει ζέστη, θα βρέχει, φέρε ομπρέλα
- Elaboration surveying and interviewing others on familiar topics, and organising and displaying the collected data in graphic organisers such as diagrams, charts, timelines, graphs or a Venn diagram, for example, Τρία παιδιά έχουν τα γενέθλιά τους τον Οκτώβρη, Δέκα παιδιά έχουν σκυλιά
- Elaboration responding to stories, myths, fables and films, using language to describe settings, themes, characters and actions, for example, Είναι σε βάρκα, Είναι σε σπηλιά, Είναι τέρας, Τελείωσε ο πόλεμος, Να ο Ηρακλής, Ο ήρωας κέρδισε
- Elaboration producing storyboards to represent the sequence of key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, Φοβάμαι, Είναι φοβερός, Είναι δυνατή
- Elaboration introducing favourite characters from texts using puppets and props, and associated key words or expressions, for example, Είμαι ο Οδυσσέας, Είμαι γενναίος, O Οδυσσέας είναι γενναίος, Η Κίρκη είναι μάγισσα, Είναι φοβερό τέρας
- Elaboration reflecting on their understanding of concepts and messages expressed in stories, myths or lyrics, for example, the teachings of ‘Aesop’s Fables’ – Το Λιοντάρι και το Ποντίκι – ‘No act of kindness is ever wasted’, the adventures of Odysseus and the concept of life’s odyssey/journey, οr migration stories
- Elaboration commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in imaginative texts, for example, Πω πω, είναι αστείο, έχει νεύρα
Content descriptorAC9LMG6C04 Communicating meaning in Greek
apply strategies to interpret and convey meaning in Greek language in familiar non-verbal, spoken and written cultural contexts
Elaborations (11)
- Elaboration comparing translations of written texts from Greek into English and from English into Greek, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from different cultural perspectives
- Elaboration translating simple sentences, noticing that there is not always word for word equivalence when moving between Greek and English or vice versa, because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός, and brainstorming ways to ensure accurate transfer of meaning
- Elaboration recognising that some Greek expressions and concepts cannot be translated into English without losing the cultural nuance οr intent, or cannot be captured using a single word, for example, το φιλότιμο
- Elaboration identifying phrases and idioms in Greek that do not make sense when translated word for word, for example, Χρόνια Πολλά, Και του χρόνου, Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!
- Elaboration recognising that some words have many different meanings, for example, the multiple meanings of γεια σου – hello, goodbye, cheers, bless you; είναι – he is, she is, it is, they are, is, are
- Elaboration creating simple print or digital bilingual texts for specific audiences, for example, creating bilingual resources such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online story books including text and images for a younger audience, or a game of Snap using words only
- Elaboration creating a word bank or wall mind map that includes cognates, phrases, common cultural expressions, or patterns/structures, such as a classroom resource to assist learning and comprehension, for example, σπίτι, πόρτα, παράθυρο, Γιορτή, χρόνια πολλά, και του χρόνου
- Elaboration recognising some ‘false friends’ in Greek, for example, ναι means ‘yes’ in Greek but sounds like ‘no’ in English, learning to use a range of translation tools effectively and realising the limitations of each and the risk of using incorrect language that may not suit the context, audience or purpose
- Elaboration highlighting unknown words or structures and using problem-solving techniques such as looking at what comes before and after, and using this knowledge to obtain the gist/idea of a sentence
- Elaboration reading non-verbal cues and body language such as facial expressions and hand gestures to aid comprehension, and applying this knowledge to their own interactions
- Elaboration co-constructing an anchor chart that includes definitions of language features in Greek texts and examples of commonly used language and structures from familiar texts, for example, in fairytales or folktales, Μια φορά κι έναν καιρό ..., … and Ζήσανε αυτοί καλά και εμείς καλύτερα
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LMG6C05 Communicating meaning in Greek
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (10)
- Elaboration constructing a multimodal profile of the local community for tourists or new residents, collecting information from public and community texts such as flyers, newsletters, advertisements and brochures, for example, opening times of facilities, attractions, local history, food outlets, Η βιβλιοθήκη ανοίγει στις 9.
- Elaboration preparing and giving presentations about their personal worlds, for example, a timeline of growth and change, or milestones, for example, Εδώ είμαι δύο χρονών, Εδώ είμαι πέντε χρονών, Πάω στο σχολείο, or family celebrations of birthdays/name days and other special occasions, for example, Στην γιορτή του μπαπμά ..., Τα Χριστούγεννα ..., Στα γενέθλια μου ...
- Elaboration creating informative spoken or written procedures for a range of audiences, such as a recipe or set of instructions or directions, for example, στρίψε δεξιά, τώρα πήγαινε ευθεία
- Elaboration producing a class print or digital poster, locating and describing, in Greek, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration preparing a dialogue or role-play with a partner, using language appropriate to text type and formality, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
- Elaboration co-producing short, scripted plays with teacher support, to perform to a class, younger students or the school community, incorporating Greek expressions, gestures and interjections that reflect cultural elements, for example, Πω πω! Χαίρω πολύ, Τα λέμε, Πάμε, Να’στε καλά
- Elaboration creating and performing simple songs, rhymes and raps to recall information and/or to teach vocabulary and word patterns to younger students, switching from Greek to English or using both languages within sentences to reinforce meaning
- Elaboration using key vocabulary from one text type and applying it to create an alternative text type, for example, using a shopping list to create a dialogue for a shopping transaction involving interaction and negotiation
- Elaboration using stimulus texts, such as Greek Mythology – Το άγγιγμα του Μίδα, ‘Aesop’s Fables’ – Ο Λαγός και η Χελώνα, or a fairytale – Η Κοκκινοσκουφίτσα, creating their own text with an alternative ending, different characters or re-sequencing the events in different formats
- Elaboration writing a modelled diary entry or keeping a journal about personal experiences, using first person and past tense, and informal language, to record events and convey thoughts and feelings, for example, Πήγα στη θάλασσα. Μου άρεσε.
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LMG6C05 Communicating meaning in Greek
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (10)
- Elaboration constructing a multimodal profile of the local community for tourists or new residents, collecting information from public and community texts such as flyers, newsletters, advertisements and brochures, for example, opening times of facilities, attractions, local history, food outlets, Η βιβλιοθήκη ανοίγει στις 9.
- Elaboration preparing and giving presentations about their personal worlds, for example, a timeline of growth and change, or milestones, for example, Εδώ είμαι δύο χρονών, Εδώ είμαι πέντε χρονών, Πάω στο σχολείο, or family celebrations of birthdays/name days and other special occasions, for example, Στην γιορτή του μπαπμά ..., Τα Χριστούγεννα ..., Στα γενέθλια μου ...
- Elaboration creating informative spoken or written procedures for a range of audiences, such as a recipe or set of instructions or directions, for example, στρίψε δεξιά, τώρα πήγαινε ευθεία
- Elaboration producing a class print or digital poster, locating and describing, in Greek, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration preparing a dialogue or role-play with a partner, using language appropriate to text type and formality, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
- Elaboration co-producing short, scripted plays with teacher support, to perform to a class, younger students or the school community, incorporating Greek expressions, gestures and interjections that reflect cultural elements, for example, Πω πω! Χαίρω πολύ, Τα λέμε, Πάμε, Να’στε καλά
- Elaboration creating and performing simple songs, rhymes and raps to recall information and/or to teach vocabulary and word patterns to younger students, switching from Greek to English or using both languages within sentences to reinforce meaning
- Elaboration using key vocabulary from one text type and applying it to create an alternative text type, for example, using a shopping list to create a dialogue for a shopping transaction involving interaction and negotiation
- Elaboration using stimulus texts, such as Greek Mythology – Το άγγιγμα του Μίδα, ‘Aesop’s Fables’ – Ο Λαγός και η Χελώνα, or a fairytale – Η Κοκκινοσκουφίτσα, creating their own text with an alternative ending, different characters or re-sequencing the events in different formats
- Elaboration writing a modelled diary entry or keeping a journal about personal experiences, using first person and past tense, and informal language, to record events and convey thoughts and feelings, for example, Πήγα στη θάλασσα. Μου άρεσε.
Students apply rules of pronunciation and intonation in spoken Greek.
Content descriptorAC9LMG6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (7)
- Elaboration using their prior knowledge of Greek pronunciation and sound combinations to predict how to pronounce unfamiliar words, for example, when encountering the syllable το in a new Greek word, applying Greek pronunciation instead of an anglicised version of the sounds
- Elaboration varying intonation for statements, questions, interjections, exclamations and commands, for example, Είναι εδώ, Τι κάνεις; Πω πω! Σταμάτα! Άντε! Κρίμα! Μη μιλάς, Μη μιλάτε, Πρέπει να ...
- Elaboration reading texts aloud and recognising and reproducing digraphs, diphthongs, trigraphs and syllables, for example, οι, ει, οικογένεια, αι, είναι, αυ, αύριο, αυτί, ευ, Εύα, ευχαριστώ, ου, παππούς, μπ, μπαμπάς, ντ, ντομάτα, αντίο, γγ, φεγγάρι, γκ, γκρι, τσ, παππούτσι, τζ, τζάκι, ντζ, Καλλικάντζαρος, ντρ, άντρας, μπτ, Πέμπτη, κτρ, ηλεκτρονικό, ρθρ, άρθρο
- Elaboration recognising and beginning to use high-frequency words and phrases when speaking and reading, for example, είσαι, έχει, εγώ, εσύ, αυτός, τρέχω, διαβάζω, παίζει, στο σχολείο, τη Δευτέρα
- Elaboration experimenting with rhythm, intonation and pronunciation to enhance fluency, for example, in activities such as readers’ theatre
- Elaboration applying and using accent marks on all words which have more than one syllable and on a few monosyllabic words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, as in άλλα, αλλά, μάτια, ματιά, γέρος, γερός, πορτοκάλι, πορτοκαλί
- Elaboration reciting tongue twisters to develop pronunciation and fluency, for example, Πέμπτη πέφτει ο πεύκος κάτω
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Greek.
Content descriptorAC9LMG6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
Elaborations (15)
- Elaboration applying prior phonic and grammatical knowledge to experiment with and predict the spelling and writing of words, for example, using -ω at the end of new or unfamiliar verbs
- Elaboration developing understanding of specific language conventions, for example, the spelling of verbs in the first person ending in ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, γράφω, γράφει, ο άντρας, οι άντρες, η ντουλάπα, οι ντουλάπες, το λουλούδι, τα λουλούδια, κοντός, κοντή, κοντό
- Elaboration understanding and applying punctuation in writing, or adhering to punctuation conventions in reading, for example, the accent mark, full stop, comma, exclamation mark, brackets, apostrophe, speech marks and question mark
- Elaboration describing present, past and future actions, situations and events using familiar verbs, for example, Παίζω στο σχολείο, Θα διαβάσω αύριο, Κάνει ζέστη σήμερα, Xθες ήταν Τρίτη, Αύριο θα είναι Σάββατο
- Elaboration expressing and justifying preferences using the appropriate syntax and language structure, for example, Μου αρέσει πολύ, Δε μου αρέσει επειδή ...
- Elaboration using appropriate word order, for example, Θέλεις το βιβλίο; Τη λένε Μαρία, O Νίκος τρέχει, Η Άννα είναι έξυπνη
- Elaboration using simple cardinal and ordinal numbers in different contexts such as telling the time, stating dates, ordering/shopping, or in simple descriptions such as Είναι πέντε η ώρα, Τα γενέθλιά μου είναι στις 8 Απριλίου, Πέντε κιλά πατάτες παρακαλώ, Είμαι στην Α’ τάξη.
- Elaboration recognising and applying the agreement between nouns, adjectives and gender, for example, Μία μεγάλη τσάντα, δύο μικρές τσάντες, η κόκκινη πόρτα, ο άσπρος γάτος
- Elaboration using conjunctions such as και, αλλά, ή, γιατί, επειδή to link ideas in sentences, for example, Παίζω πιάνο, αλλά μου αρέσει και η κιθάρα., Δε θα το βρεις πουθενά αλλού.
- Elaboration using adverbs and prepositions in sentences, for example, το βιβλίο είναι δίπλα στην τσάντα μου
- Elaboration negating a phrase or sentence using the word δε/δεν, for example, η γάτα δεν πίνει το γάλα, δεν μπορώ, δεν είναι ωραίο, δε βρέχει
- Elaboration using verbs in simple sentences across a variety of text types, for example, παίζω μπάσκετ, το λιοντάρι τρώει, η Άννα παίζει, μου αρέσουν οι φράουλες, ευχαριστούμε κυρία
- Elaboration recognising and using command verbs, for example, έλα, ελάτε, κλείσε, άνοιξε, κάθισε, καθίστε, σήκω, σηκωθείτε, γύρισε, γράψε, διάβασε, άκουσε, κόψε
- Elaboration constructing affirmative and negative statements, and using interrogatives, for example, ναι, όχι, πού; τι, πώς; πότε; ποιος; ποια; γιατί;
- Elaboration using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘α-’ in words can make the opposite meaning, as in ψητό and άψητο, and this concept has been carried over into English words, for example, symmetrical and asymmetrical
They compare language structures and features in Greek and English, using some metalanguage.
Content descriptorAC9LMG6U03 Understanding language and culture
compare some Greek language structures and features with those of English, using some familiar metalanguage
Elaborations (6)
- Elaboration comparing familiar texts in Greek and English, and noticing similarities and differences between language structures and features, such as opening sentences, Once upon a time, Μια φορά και έναν καιρό
- Elaboration recognising Greek morphemes – prefixes, suffixes and base words – in English, to help work out meanings of unknown words, for example, anti-, astro-, deca-, geo-, -graph-, hyper-, -ic, -itis, kilo-, macro-, mega-, -meter, micro-, neo-, octo-, -ology, pent-, photo-, -poly-, -scope, tech-, tele-, tri-
- Elaboration understanding that some words derived from Ancient Greek are still being used today to create new words (neologisms) such as names of new technological/scientific discoveries, for example, disc, giga-, mega-, metro
- Elaboration identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο παιδίατρος, το δράμα, το θέατρο
- Elaboration recognising that some English words are used in Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ – ο υπολογιστής, μπλε – γαλάζιο, το μπάσκετ – η καλαθόσφαιρα
- Elaboration expanding their understanding and use of metalanguage to discuss parts of speech, syntax and punctuation in Greek and/or English, for example, τελεία, ορθογραφία, ρήμα, adverbs, syntax, cognates, subject+verb+object
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LMG6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
Elaborations (10)
- Elaboration comparing language use and cultural gestures in similar social situations in Greek and English, for example, comparing the language used when giving or receiving a gift or offering congratulations at a significant life event
- Elaboration exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist, for example, in Australia the following words which are not Greek words are sometimes used – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα, compared with words which are official Greek words – μπασκετμπολίστας, τενίστας
- Elaboration discussing aspects of their own language use that reflect different cultural perspectives, belonging and experiences, for example, using colloquialisms and phrases such as ‘Aussie’, ‘arvo’, ‘g’day’, ‘no worries’, ‘mucking around’, ‘mozzie’, and expressions of Greek origin, for example, Achilles’ heel, the Midas touch
- Elaboration exploring, in Greek or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Greek-speaking people or communities
- Elaboration reflecting on situations where interactions in Greek have felt unfamiliar, awkward or difficult, for example, when hosts sometimes insist that guests try food that is offered to them, and trying to understand the reason for it (because of the connection with φιλοξενία, a Greek tradition dating back to ancient times)
- Elaboration considering what linguistic or cultural information they need to know when visiting a school in a Greek-speaking country, and discussing adjustments they may need to make in language use and behaviour, and strategies they may use to make and exchange meaning
- Elaboration recognising that language use can have deep connections to historical cultural practices such as celebrating birthdays, name days, baptisms, weddings, 25η Μαρτίου, and Πάσχα, in Greek-speaking communities
- Elaboration reflecting on the experience of learning Greek language and culture, and identifying situations that have provided awareness of own cultural practices, values and identity
- Elaboration examining the embedded cultural meanings of well wishes such as Να σας ζήσει, Καλά στέφανα, Χρόνια Πολλά, Να τα εκατοστίσεις, and the concepts of φιλότιμο and φιλοξενία and their origins
- Elaboration exploring the connection between culture and identity, in discussions or activities, and how their own culture, beliefs and values impact their identity formation and expression, for example, the languages they speak and the communities they belong to
This achievement standard describes the expected learning for Years 5 to 6 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 | 11 |
| Communicating meaning in Greek | Mediating meaning in and between languages | 2 | 22 |
| Communicating meaning in Greek | Creating text in Greek | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 28 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 9 | 81 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Modern Greek?
By the end of Year 6, students initiate and use strategies to maintain interactions in Greek language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. 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 3 to 4?
The Years 3 to 4 Modern Greek standard (ASLANMGRF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.