Years 7 & 8

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, ideas, thoughts and feelings about people, (for example, Ο μπαμπάς μου είναι καλός μάγειρας), objects, places and events such as, Τι ώρα θα πάμε στη συναυλία αύριο; They ask

and respond to open-ended questions (for example, Πού θα ήθελες να ταξιδέψεις στο μέλλον;) and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions such as, Θέλω να πάω στην Ελλάδα κάποια μέρα. They apply appropriate pronunciation and rhythm in spoken Greek to a range of sentence types, including the use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest, such as, Πώς διασκεδάζουν στην Ελλάδα; from a range of texts and communicate information, views and ideas using different modes of presentation.

They share their response to different imaginative texts by expressing thoughts and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others (for example, Μία αξέχαστη εκδρομή, Όταν ξέχασα να ...). They use grammatical features, such as regular verbs, irregular verbs, adverbs, adjectives (for example, έμεινα, έπαιζα, θα μείνω, είπε, να μπορέσω, γρήγορα, πιο γρήγορα, γρηγορότερα,

πολύ), pronouns (for example,αυτός, κάτι) and conjunctions (for example, που, πως, ότι, επειδή, δηλαδή, αλλά, γιατί) to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interpret texts, identifying and explaining words with particular cultural significance in Greek, and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to help meaning.

They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.

Students identify and reproduce irregularities of some sound–letter relationships and combinations. They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal (for example, Συγγνώμη, Με συγχωρείτε), explaining the impact of purpose, audience and social setting.

They explain the dynamic nature of the Greek language from ancient to modern times, and suggest reasons for change. They give examples of ways that language use reflects cultural ideas, assumptions and perspectives such as, Έχει φιλότιμο, Καλύτερα να σου βγει το μάτι παρά το όνομα, and how what is considered normal in communication varies across cultures.