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By the end of Year 10, students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life (for example, Πού θα πας διακοπές; Θέλω να γίνω πιλότος γιατί ...). They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or disagreement in structured discussions and tasks, and spoken and written transactions (for example, Πάμε στο σινεμά αύριο; Συμφωνείς; Θέλω/Δε θέλω). When interacting, they use appropriate pronunciation, rhythm and stress (for example, σ’ αυτόν, κοντά στην πόλη, Πάω στο ταχυδρομείο, Πάμε στη λαϊκή αύριο;). Students locate and analyse information and perspectives from a range of texts and communicate information and ideas using different modes of presentation selected to suit audience and purpose (for example, Μου αρέσει αυτό το έργο γιατί ..., είναι ωραίο, πιστεύω, νομίζω, διαφωνώ). They share their responses to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices (for example, Η μόδα είναι μονότονη, Αγόρασα καινούριο κινητό). They use different techniques to produce imaginative texts for different audiences. They use a range of grammatical structures and elements to describe, situate and link people, objects and events, and apply their knowledge of vocabulary and grammatical structures such as Είναι καλό, πολύ καλό, πάρα πολύ καλό, to extend meaning. They translate, interpret and create texts in Greek and English for the wider community (for example, Απαγορεύεται, Περαστικά). When interacting, students share responsibility for making meaning. They give examples on how their identity influences their intercultural exchanges.
Students identify and reproduce regularities and irregularities of sound-letter relationships and combinations such as, αυ, ευ, ββ, λλ, ρρ, ττ, ιου, ιο/ιό (for example, τετράδιο-χωριό), ειο/ειου, αϊ, άι, -ασμα, (for example, διάβασμα). They analyse a range of text types in various modes to explain the relationship between context, purpose and audience and to identify structural, linguistic and culturally specific features. They compare Greek language and culture in various linguistic and cultural settings in Australia and overseas, and give reasons for variations that exist. They identify ways that Greek language has changed over time and propose reasons why it continues to change. They explain how cultural assumptions, attitudes and beliefs can affect interactions and appreciate the importance of mutual understanding to effective communication.
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http://rdf.australiancurriculum.edu.au/elements/2018/05/d87adf6a-0c9c-41d8-81b7-c013a471dd37.rdf