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They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They recognise questions such as, Τι κάνετε ; and commands such as, Καθίστε κάτω, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, Είμαι έξι, Να η μαμά μου, Να το σχολείο μου ). They use vocabulary related to their classroom and family (for example, Η οικογένειά μου, Η τάξη μου ). They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, Σ’ αγαπώ μαμά ). They present information about themselves (for example, Το σκυλάκι μου ), their family (for example, Να η γιαγιά μου ), friends (for example, οι φίλοι μου ) and possessions such as, το βιβλίο μου, using gestures and modelled language. Students identify specific words, such as names of people (for example, Ο Γιάννης ), places (for example, το σχολείο ) or objects (for example, η γόμα ), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο ) and their family and exchange greetings, farewells, (for example, Γεια σου, Kαληνύχτα ) and express thanks such as Eυχαριστώ πολύ. National Literacy and Numeracy Learning Progressionsīy the end of Year 2, students interact with teachers and peers through action-related talk and play.General capabilities and career education.Framework for Aboriginal Languages and Torres Strait Islander Languages.

Supporting gifted and talented students.Asia and Australia’s Engagement with Asia.