Years 9 and 10 Band Description
The nature of the learners
Students have prior experience of learning Modern Greek and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of the contexts in which they communicate with others. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Modern Greek may feature in these.
Modern Greek language learning and use
This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Learners use Modern Greek to communicate and interact, access and exchange information, express feelings and opinions, and participate in imaginative and creative experiences. There is a balance between activities which focus on language forms and structures and those which emphasise communicative tasks and performance. Learners recognise that deriving meaning from a different language involves interpretation and personal response as well as literal translation and factual reporting. Task characteristics and conditions at this level are more complex and challenging, providing opportunities for collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Learners demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence forms of communication. They discuss the relationship between language, culture and identity, exploring in more depth the processes involved in learning and using a different language. They recognise the value of learning a second language and have a growing awareness of the interconnection between Australia and Greek-speaking communities in Australia and overseas.
Contexts of interaction
The language class remains the principal context for learning and using Modern Greek. Learners use spoken and written Modern Greek to interact with peers and the teacher in the classroom, and extend their interactions beyond the school setting through communication with Greek speakers in local contexts and online environments. They participate in wider experiences relating to Greek language and culture, such as film festivals and competitions, drama and art programs, Greek festivals, interacting with Greek-speaking guests, artists and musicians, and in-country study trips. These authentic experiences give learners a sense of connectedness and purpose, and make use of and extend their language capability beyond the school context.
Texts and resources
Learners engage with a range of texts and resources, such as textbooks, videos, apps and online materials, media resources, fiction and non-fiction texts, and performances
Features of Modern Greek language use
Learners recognise and approximate the pronunciation, rhythms and intonation patterns of extended phrases and compound sentences. They use vocabulary with more complex syllable combinations and become more fluent and accurate in spoken and written language production. They gain greater control of grammatical elements, using a range of verb tenses to describe past (έπαιξα/έπαιζα), present (παίζω), future events (θα παίξω/θα παίζω), and experiences (ήταν καλά, πέρασα ωραία), a range of adverbs (χτες, μεθαύριο), adjectives to elaborate on meaning (πιο μεγάλος, μεγαλύτερος, ο πιο μεγάλος, Η Άννα είναι μεγαλύτερη από όλους μας), and cohesive devices to link and sequence actions, events and ideas (μετά, τότε, Θέλω να πάω στην Κύπρο και μετά να πάω στην Ελλάδα). They analyse text more critically, identifying how language choices reflect perspectives and meaning in a range of texts, and developing their understanding of the relationship between context, purpose and audience. They explore the reciprocal nature of intercultural communication, how moving between different languages and cultural systems impacts on learners’ ways of thinking and behaving and how successful communication needs flexibility, awareness and openness to alternative ways. They consider their own cultural practices from the perspective of others and communicate in interculturally appropriate ways.
Level of support
This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are needed to support these challenges. A range of resources is provided and processes are modelled for the development of more autonomous self-monitoring and reflecting strategies, such as e-journals, video documenting and discussion forums. Continued focused attention on grammatical and textual features supports learners in the production of texts.
The role of English
Learners at this level increasingly use Modern Greek for classroom interactions and routines, and are able to express some complex concepts and reactions in Modern Greek, in structured discussions. English continues to be used as the medium for substantive discussion, comparison, analysis and reflection. This allows learners to express abstract and complex views and ideas about language, culture, intercultural experience and identity that may be beyond their existing ability in Modern Greek.