Years 7 to 8
Languages
ASLANMGRF10Y78
Years 7 to 8 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 8, students initiate and maintain interactions in Greek language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Greek to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts.
Students apply the conventions of spoken Greek to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of Greek text, using metalanguage. They reflect on how the Greek language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
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 8, students initiate and maintain interactions in Greek language in familiar and some unfamiliar contexts related to a range of interests and experiences.
Content descriptorAC9LMG8C01 Communicating meaning in Greek
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (10)
- Elaboration interacting with peers, face-to-face or online, describing everyday aspects of their environment, lifestyles and routines, and making comparisons with those of students in different cultural contexts, for example, school holidays in Australia compared with Greece or Cyprus
- Elaboration initiating and sustaining conversations with others to exchange personal information about language(s) spoken, family and friends, life experiences and immediate environment using Μιλώ ελληνικά και …, H καταγωγή μου είναι από …, Tα ενδιαφέροντά μου είναι ... and other verbs such as Aσχολούμαι με ...
- Elaboration sharing details about favourite forms of entertainment, celebrities and other significant figures, expressing and justifying preferences, for example, Μου αρέσει, Λατρεύω το ποδόσφαιρο, νομίζω, αισθάνομαι, προτιμώ γιατί ...
- Elaboration using interjections, common expressions and body language to assist with fluency, show interest, maintain conversations or fill gaps or pauses, for example, ναι ναι, μάλιστα, εντάξει, αλήθεια
- Elaboration interacting in exchanges using language associated with time, sequence and location, for example, Θα σε δω το Σάββατο στις 2 η ώρα, Μετά θα πάμε στο χορό, Το 2022 πήγα στην Ελλάδα.
- Elaboration recounting events and describing activities and personal experiences, for example, Πήγα σινεμά, Μου αρέσει η ζωγραφική, Είδα τον Αντώνη, Είχα τα γενέθλιά μου
- Elaboration asking for, giving and following instructions in a variety of situations, varying language to suit formal or informal situations, for example, Τι θα κάνουμε τώρα; Δώσε μου το βιβλίο σου, Ανοίξτε τα βιβλία σας στη σελίδα … παρακαλώ, Πρέπει να τελειώσετε αυτή την άσκηση στο σπίτι ...
- Elaboration asking and responding to questions, for example, Ποιο μάθημα σου αρέσει καλύτερα και γιατί;, Μου αρέσει η ζωγραφική γιατί ...
- Elaboration expressing opinions using language such as Πιστεύω, Η γνώμη μου είναι ότι, and inviting people to give opinions or suggestions, for example, Τι νομίζεις; Τι προτείνεις;
- Elaboration making appropriate language choices, including non-verbal communication, with awareness of social situations, for example, using the polite plural form when speaking to people who are older than themselves or unfamiliar
They use Greek to collaborate and problem-solve, and adjust language in response to others.
Content descriptorAC9LMG8C02 Communicating meaning in Greek
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
Elaborations (6)
- Elaboration promoting awareness of a particular issue, topic or behaviour as a class, such as recycling, conservation, sustainability, traditional Greek foods, sport and fitness options, by creating posters for the school community, a blog or advertisement
- Elaboration collaborating in decision-making scenarios, for example, planning to go to a celebration of Apokries or a name day, making arrangements to attend a Greek film festival
- Elaboration solving, or agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ πειρατής, Έλα στον κινηματογράφο στις εφτά, Τώρα τι θα κάνουμε; Δε συμφωνώ
- Elaboration participating in the collaborative planning of real or simulated class events such as a trip to the local market to buy ingredients for a cooking lesson or food for a special occasion, or travelling to Greece, for example, Τι υλικά χρειαζόμαστε; Τι να ψωνίσουμε για τη γιορτή;, Τι θα πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; or Πάμε να παίξουμε ποδόσφαιρο; Πάμε για κολύμπι; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
- Elaboration transacting and negotiating in real or simulated situations, such as comparing similar offers for goods online and discussing choices and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα για το ταξίδι μας
- Elaboration initiating interactions in a class or group activity, such as asking for others’ opinions, for example, Τι γνώμη έχετε γι’ αυτό το τραγούδι;
They interpret information, ideas and opinions in texts.
Content descriptorAC9LMG8C03 Communicating meaning in Greek
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration listening to songs, interviews, reports, or reading about issues that may be of concern for young people, such as ειρήνη στον κόσμο, προστασία του περιβάλλοντος, and sharing opinions and feelings
- Elaboration collecting information from a range of print and digital texts such as advertisements, signs, announcements, maps and recipes, identifying context, purpose and audience, and using print and secure online resources such as dictionaries and grammar references to support understanding
- Elaboration comparing information from different texts such as a diary entry, song or invitation about special occasions, evaluating information and discussing culture-specific terms and representations, for example, Να ζήσεις! Χρόνια πολλά
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Greek
- Elaboration accessing texts such as invitations, cards and messages, summarising main ideas and key information, and responding to them, for example, Ευχαριστώ για το μήνυμα, Θα είμαι εκεί στις εφτά
- Elaboration responding to questions on a variety of topics for a range of purposes, for example, a report on a holiday destination, comparing travel brochures and itineraries, identifying transport and accommodation options, costs, and places of interest, for example, Πήγα στη Γαλλία και είδα τη Μόνα Λίζα, Πόσο μακριά είναι η Ακρόπολη από το Λυκαβηττό; Το ξενοδοχείο κοστίζει 200€
- Elaboration summarising and presenting findings from interviews with peers in own class or in Greek-speaking classes and settings, using formats such as profile posters, charts and timelines, for example, Πόσα μέλη έχει η οικογένειά σου; Πόσες γλώσσες μιλούν ή μαθαίνουν τα παιδιά στην Αυστραλία;
- Elaboration summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content that contributes to the overall meaning such as images of the Acropοlis with the symbol of the owl, or the olive branch/wreath symbolising peace and victory, for example at the Olympic Games
- Elaboration responding to imaginative texts, stating personal preferences, or comparing ways in which people, places and experiences are represented, for example, the goddess Athena, the sea god Poseidon, Pandora’s box, ‘Aesop’s Fables’ such as ‘The Fox and the Grapes’, Η Πανδώρα άνοιξε το κουτί. Ευτυχώς που έμεινε η Ελπίδα, H αλεπού ήταν πονηρή, Η θεά Αθηνά είναι η πιο έξυπνη, Η Ελπίδα είναι καλή
Content descriptorAC9LMG8C04 Communicating meaning in Greek
interpret and adjust non-verbal, spoken and written language to convey meaning in Greek language in familiar and some unfamiliar cultural contexts
Elaborations (10)
- Elaboration interpreting expressions, paying attention to non-verbal cues used in routine exchanges in familiar and unfamiliar cultural contexts, and making comparisons with similar exchanges in English
- Elaboration comparing translations and interpretations of spoken and written texts with peers, discussing the reason for possible variations and adjustments, and developing a whole-class translation to convey meaning
- Elaboration using traditional and/or online dictionaries or translators, exploring ways of avoiding literal translations that do not reflect intended meaning, taking into consideration the effectiveness of each tool, and adjusting the language as necessary
- Elaboration working individually and collaboratively to create bilingual resources for home and school environments, such as glossaries, signage, recipes and menus, for example, Το μενού της ημέρας
- Elaboration creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips or advertisements, which inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την οικογένειά σας, or dining at a Greek restaurant, μεζέδες, ορεκτικά, γλυκά, επιδόρπια, Καλή όρεξη
- Elaboration collating cognates in Greek, English and other known languages, for example, problem, πρόβλημα, problema, mythology, μυθολογία, mitologia, noting the etymology of the words
- Elaboration creating glossaries, tourist brochures or itineraries for English-speaking travellers to a Greek-speaking community, including and explaining key words and phrases, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, and the meaning of πρωινό, μεσημεριανό φαγητό, βραδινό φαγητό
- Elaboration creating a bank of commonly used language structures and features of different text types for future reference, for example, for a recipe, συνταγή, συστατικά, εκτέλεση, ανακατεύουμε, προσθέτουμε, κόβουμε, χτυπάμε
- Elaboration analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
- Elaboration adjusting levels of formality depending on the relationship between speakers and the context, such as thanking a friend/older person for a gift, Σ'ευχαριστώ vs Σας ευχαριστώ πολύ, apologising to a host/friend for lateness, Σας παρακαλώ συγχωρείστε με που άργησα. vs Συγγνώμη που άργησα.
They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses.
Content descriptorAC9LMG8C04 Communicating meaning in Greek
interpret and adjust non-verbal, spoken and written language to convey meaning in Greek language in familiar and some unfamiliar cultural contexts
Elaborations (10)
- Elaboration interpreting expressions, paying attention to non-verbal cues used in routine exchanges in familiar and unfamiliar cultural contexts, and making comparisons with similar exchanges in English
- Elaboration comparing translations and interpretations of spoken and written texts with peers, discussing the reason for possible variations and adjustments, and developing a whole-class translation to convey meaning
- Elaboration using traditional and/or online dictionaries or translators, exploring ways of avoiding literal translations that do not reflect intended meaning, taking into consideration the effectiveness of each tool, and adjusting the language as necessary
- Elaboration working individually and collaboratively to create bilingual resources for home and school environments, such as glossaries, signage, recipes and menus, for example, Το μενού της ημέρας
- Elaboration creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips or advertisements, which inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την οικογένειά σας, or dining at a Greek restaurant, μεζέδες, ορεκτικά, γλυκά, επιδόρπια, Καλή όρεξη
- Elaboration collating cognates in Greek, English and other known languages, for example, problem, πρόβλημα, problema, mythology, μυθολογία, mitologia, noting the etymology of the words
- Elaboration creating glossaries, tourist brochures or itineraries for English-speaking travellers to a Greek-speaking community, including and explaining key words and phrases, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, and the meaning of πρωινό, μεσημεριανό φαγητό, βραδινό φαγητό
- Elaboration creating a bank of commonly used language structures and features of different text types for future reference, for example, for a recipe, συνταγή, συστατικά, εκτέλεση, ανακατεύουμε, προσθέτουμε, κόβουμε, χτυπάμε
- Elaboration analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
- Elaboration adjusting levels of formality depending on the relationship between speakers and the context, such as thanking a friend/older person for a gift, Σ'ευχαριστώ vs Σας ευχαριστώ πολύ, apologising to a host/friend for lateness, Σας παρακαλώ συγχωρείστε με που άργησα. vs Συγγνώμη που άργησα.
They select and use vocabulary, sentence structures and expressions to create texts.
Content descriptorAC9LMG8C05 Communicating meaning in Greek
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
Elaborations (8)
- Elaboration designing a bilingual digital poster or brochure to advertise a social event in the local community related to lifestyles, social and cultural events or environmental issues
- Elaboration using some modelled language and digital tools to create a slideshow with audio about a planned 7-day trip to a Greek-speaking community, including famous places to visit, cultural events to attend and foods to eat, such as Ακρόπολη, Λευκωσία, Βεργίνα, Μετέωρα, πανηγύρι, ονομαστική γιορτή, παστίτσιο, κοτόσουπα, χαλούμι, φλαούνες
- Elaboration organising and presenting information for a Greek-speaking audience, for example, a webpage describing and explaining the leisure activities of young people in Australia, such as a barbecue, football match or fishing
- Elaboration creating a print or digital poster in Greek to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion, or about a new digital tool or application
- Elaboration creating multimodal texts, selecting grammatical structures, features and conventions appropriate to text type and context, to entertain younger audiences, for example, cartoons, photo stories, plays or big books based on traditional and other familiar stories
- Elaboration creating the next scene, new character or an alternative ending for imaginative Greek texts such as a story or drama performance
- Elaboration writing and illustrating imaginative stories in visual forms, such as cartoons or captioned photo stories
Students apply the conventions of spoken Greek to develop fluency.
Content descriptorAC9LMG8U01 Understanding language and culture
apply knowledge of conventions of spoken Greek to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
Elaborations (6)
- Elaboration αpplying knowledge of digraphs/diphthongs, consonant and vowel combinations, and double consonants, in increasingly challenging words, to enhance fluency and pronunciation, for example, Ευρώπη, ευτυχία, υρδαυλικός, Αυστραλία, ειρήνη, υφαίστειο, εισητήριο, αγκαλιά, στρογγυλό, συγγραφέας
- Elaboration reinforcing the sounds represented by, for example, δ, θ, β, ξ, ψ, χ, and comparing similarities and differences between the Greek and Roman alphabets
- Elaboration examining and applying the rules of accentuation when reading and writing Greek, including διαλυτικά, for example, κοροϊδεύω, λαϊκός, Αδελαΐδα, τσάι, νεράιδα, κομπολόι
- Elaboration identifying differences in intonation and rhythm between statements, questions, exclamations and commands, for example, ορίστε/ορίστε; παρακαλώ/παρακαλώ; Είσαι μια χαρά, Είσαι μια χαρά; Είσαι μια χαρά!, identifying and using irregularities/contractions in the language, such as κι/και, μία/μια, δύο/δυο, πεντ’έξι, πάρ’το, σ’αγαπώ, μ’αρέσει
- Elaboration applying prior knowledge of Greek pronunciation when reading unfamiliar words in texts
- Elaboration reciting or making their own Greek tongue twisters and reading them aloud to develop pronunciation, speed and accuracy, for example, Φίλε, φέρε φίλους, φάτε, φύγετε
They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9LMG8U02 Understanding language and culture
apply understanding of grammatical structures and expressions to compose and respond to texts
Elaborations (11)
- Elaboration applying punctuation such as brackets, quotation marks, commas and colons, spelling and textual conventions to own work
- Elaboration using a range of tenses to describe routines and actions, βλέπω, είδα, θα δω, είχα δει
- Elaboration using common verbs in active and passive voice, for example, ζωγραφίζω, κοιμάμαι, ζεστάθηκα
- Elaboration using a range of regular and irregular verbs to develop sentence structures, for example, Χτες είδα το Γιάννη και μου είπε τα νέα
- Elaboration using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject+verb+object), for example, Η Άννα τρώει καρπούζι
- Elaboration using some adverbs to modify and intensify the meaning of verbs and adjectives, for example, αρκετά, πολύ, λίγο
- Elaboration using prepositions in sentences, for example, to describe position, location or time, κάτω από το θρανίο, με τη μαμά, προς τον κινηματογράφο, κατά το μεσημέρι, ως χίλια μέτρα, μετά το φαγητό
- Elaboration using possessive pronouns, μου, σου, του, της, του, μας, σας, τους, δικός, δική, δικό, αυτός, κάτι, κάποιος, κανένας, for example, το δικό μου σπίτι, το σπίτι μου, ο κήπος μας, ο δικός μας κήπος, κάποια μέρα, αυτοί παίζουν
- Elaboration recognising that some Greek nouns do not always reflect their grammatical gender, for example, in η γιατρός
- Elaboration using suffixes to vary and intensify the meaning of nouns, adjectives and adverbs, for example, to create diminutives/augmentatives such as μικρούλι, γατούλα, σπιτάκι, Γιαννάκης, ομαδάρα, σπιταρόνα
- Elaboration creating complex sentences by using conjunctions, for example, Δε θα πάω στο σχολείο την Τετάρτη, γιατί θα πάω στη Μελβούρνη με την οικογένειά μου, Όταν ήμουν πέντε, είχα σκύλο
They comment on structures and features of Greek text, using metalanguage.
Content descriptorAC9LMG8U03 Understanding language and culture
reflect on similarities and differences between Greek and English language structures and features, using metalanguage
Elaborations (7)
- Elaboration analysing features of texts that are constructed for a variety of purposes such as to request, instruct, invite or describe, for example, an invitation to a party or a greeting card, σας προσκαλούμε στη γιορτή του σχολείου μας
- Elaboration identifying and comparing language structures and features used in Greek and English texts, such as the degree of formality, headings, and lexical and grammatical choices that distinguish textual purpose and audience, for example, different greetings and levels of formality expressed in conversations, speeches, emails and text messages
- Elaboration reflecting on similarities and differences between Greek and English register and style in a range of contexts, for example, in songs, artistic graffiti and event invitations
- Elaboration using metalanguage to refer to parts of speech, syntax and punctuation in Greek and/or English, for example, ουσιαστικό, ενικό, πληθυντικό, αρσενικό, θηλυκό, ουδέτερο, επίθετο
- Elaboration comparing morphemes in Greek and English words, to help with spelling and to aid comprehension, such as auto-, demo-, -gram, hypo-, -ism, -logue, mono-, morph-, peri-, phil-, -phobia, psych-, -therm-, for example, δημοκρατία, γραφή, μονόλογος
- Elaboration identifying Greek letters, words and morphemes encountered in other learning areas such as Mathematics, Science and Technologies, for example, π, Τριγωνομετρία, Πυθαγόρας, γεωμετρία, βιολογία, χλωρός, βακτηριον, τεχνολογία
- Elaboration reflecting on the use of colloquial or abbreviated language in technology, for example, by email or phone, and the use of borrowed words from other languages, for example, στικάκι (memory stick), σερφάρω (surfing the internet)
They reflect on how the Greek language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content descriptorAC9LMG8U04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (9)
- Elaboration describing interactions, face-to-face or in a secure online environment, with members of Greek-speaking communities, reflecting on the most appropriate ways of interacting with Greek speakers such as an older person, someone of similar age or a special guest
- Elaboration reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Greek speakers, noticing own body language and modifying gestures such as tilting head backward to indicate ‘no’
- Elaboration reflecting on the experience of learning and using Greek and the impact on own identity, for example, becoming more aware of levels of formality and politeness with those older than themselves
- Elaboration examining, in Greek or English, how First Nations Australians’ languages have strong connections to Country/Place locations, and how these can be compared with language variations across Greek-speaking countries and regions
- Elaboration discussing how learning Greek may have impacted own understanding of the world, such as increasing awareness of representations of Greek-speaking communities in the media, local area, travel programs, etc.
- Elaboration understanding that there are different forms of written Greek used in different contexts dating from the ancient world to today, for example, Ancient Greek letters on pots and stone slabs, artefacts, coins and old books, and observing how the Ancient Greek alphabet has evolved into Modern Greek
- Elaboration recognising that meanings of particular Greek words and expressions in use today often originate from historical times and/or traditional concepts, for example, φιλοξενία, δημοκρατία
- Elaboration discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use, for example, Γεια μας! Nα΄σαι καλά, Σιδερένιος, Να ζήσετε, Πάντα άξιος
- Elaboration recognising the importance of learning and using different languages to access the cultural practices, beliefs and values of others, and identifying assumptions and stereotypes
This achievement standard describes the expected learning for Years 7 to 8 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 | 16 |
| Communicating meaning in Greek | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in Greek | Creating text in Greek | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 24 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 76 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Modern Greek?
By the end of Year 8, students initiate and maintain interactions in Greek language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Greek to collaborate and problem-solve, and adjust language in response to others. 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 5 to 6?
The Years 5 to 6 Modern Greek standard (ASLANMGRF10Y56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.