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DescriptorsLanguagesYear 7Communicating meaning in GreekMediating meaning in and between languagesAC9LMG8C03
AC9LMG8C03: Year 7 Languages Content Descriptor – Mediating meaning in and between languages
AC9LMG8C03 Year 7 Languages

AC9LMG8C03 – Year 7 Languages: Mediating meaning in and between languages

Strand
Communicating meaning in Greek
Substrand
Mediating meaning in and between languages

This Content Descriptor from Year 7 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience

Elaborations

  • 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

  • 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
  • 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

  • listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Greek
  • 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

  • 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€

  • 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;

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  • 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
  • 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANMGRF10Y78
Year 7 Languages Achievement Standard
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.