SoW IGCSE Greek Final 7

Pearson Edexcel
International GCSE Greek (First Language) (9-1) Scheme of Work

How to use the scheme of work
This scheme of work (SoW) has been made available as a word document rather than PDF, allowing you to edit the document in a way that suits your
teaching style and student needs.
International GCSEs have 120 guided learning hours.
Guidance provided within the course planners, schemes of work and lesson plans are suggested approaches that centres can adapt to suit
their particular context.
 The following SoW is based on 6 terms of 10 weeks each and of two one-hour lessons per week. This is one possible model of delivery
and includes considerable revision time. It is configured on the understanding that some topic areas are cognate and may overlap. The
first few lesson ideas are somewhat lengthier than the ones that follow, as they establish a pattern, which is to be emulated in the
schemes of work that come later.
 All four Assessment Objectives (writing, reading, summary and grammar) should be covered when teaching each Topic Area.
 Please note that all suggested exemplar lessons are merely suggested lessons that you may want to use in order to help you teach the
specification. They are by no means required, and you do not need to use these lessons in order to appropriately cover the specification.
The sections (in the order presented across the Scheme of Work) include:
 Topic Area A - Youth matters
 Topic Area B - Education
 Topic Area C - Media
 Topic Areas D - Culture
©1Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.
 Topic Area E - Sport and Leisure
 Topic Area F - Travel and Tourism
 Topic Area G – Business, work and employment
 Topic Area H – Environment
 Topic Area I- Health
 Topic Area J- Technology
The columns in this lesson plan indicate:

 an overview of each term’s topics and suggested sub-topics
 suggested exemplar lessons and suggested extended response rubrics and titles
 links to resources
 identified transferable skills
Why transferable skills?
In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of transferable
skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. To support the design of our
qualifications, we have mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills
and each skill has been interpreted for each specification to ensure they are appropriate for the subject. Further information on transferable skills is
available on the website. Pearson materials, including this scheme of work, will support you in identifying and developing these skills in students.
In the final two columns of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are
opportunities for them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for
transferable skills development in students.
Assessment Objectives
All four Assessment Objectives (writing, reading, summary and grammar) should be covered when teaching each Topic Area.
AO1 (i) Read and understand a range of texts, selecting and interpreting information, ideas and opinions.
2 © Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.
(ii) Understand how the writer uses techniques to create effect.
(iii) Compare and contrast information.
(iv) Summarise information. Understand and respond, in writing, to spoken language
AO2 (i) Communicate in writing effectively and imaginatively in different forms for particular audiences and purposes.
(ii) Organise writing into clear and coherent sentences and whole texts.
(iii) Use accurate spelling.
AO3 (i) Show understanding and correct application of the morphology of nouns, adjectives, pronouns and verbs.
(ii) Show understanding and correct application of the syntax relating to the verb and verb phrase, the noun and noun phrase.
(iii) Show understanding and correct application of main and subordinate clauses. Understand and respond, in writing, to written language.
Electronic Resources
1. The following electronic resources provide abundant material relevant to the 10 topics (including source texts, exemplar activities and essays).
a. http://www.odyssey.com.cy
b. Ο λόγος ανάγκη της ψυχής (Β΄ & Γ’ Γυμνασίου): http://econtent.schools.ac.cy/mesi/logotechnia/didaktiko_yliko
c. Διαδραστικά σχολικά βιβλία Γλώσσας, Έκφρασης Έκθεσης και Λογοτεχνίας: http://ebooks.edu.gr
d. http://e-didaskalia.blogspot.co.at/2012/09/blog-post_6962.html
2. The following indicative list of online newspapers and journals has published and may often publish material relevant to the topics of this
specification.
a. http://www.efsyn.gr/ellada
b. Περιβάλλον 21: http://www.perivallon21.gr
c. http://www.kathimerini.gr/
d. http://www.kathimerini.com.cy/gr/
e. For a list of open access journals: http://library.ucy.ac.cy/el/sources/e-journals/greek_e-journals
3. The following links may offer useful insights into essay writing.
a. http://taexeiola.blogspot.co.at/2013/10/diagonimata-ekthesi-a-lykeiou.html
b. http://ebooks.edu.gr/courses/DSGL-A110/document/4e5b3256a3vv/4e5b3267k0hf/4e9d5c93w40v.pdf
c. http://ebooks.edu.gr/modules/ebook/show.php/DSEPAL-C104/655/4179,19458/
Scheme of Work
Weeks Topic Area Topic Area Suggested example classroom activities Resources Which transferable
Coverage skills could also be
acquired through
teaching and
delivery?
TERM 1
1-5 Topic Area A- Relationships, Lesson Idea 1: Films: Communication –
Youth Matters family 1. Η δε γυνή να φοβήται τον dialogues, productive
In class: άνδρα (1965) writing, pairwork – is
Potential cross- Relationships assessed in AO1,
referencing to with friends Brainstorm the topic of family relationships by asking 2. Πέππερμιντ (1999) AO2 and AO3
topic areas on: students to give their views on ideas about family and
Education, Identity how these have changed over the years. Prompts such 3. Πολίτικη Κουζίνα (2003) Collaboration
Culture, issues and as questions about the relationships between children Pairwork is assessed
Environment teenage and parents, issues of respect, and gender roles within 4. Straight Story (2006) in AO1, AO2 and AO3
problems the family structure may be given to students in advance
so they have time to think about their answers. Extracts from literary texts Interpersonal skills
Other lead-in devices could include pictures that may and online sources:
contain diverse portrayals of families or short text and 1. Αλέξανδρος Παπαδιαμάντης, Interpretation is
web based excerpts that may show changes in the Πατέρα στο σπίτι (Άπαντα) assessed in AO1,
concept of family and family relations through the ages AO2 and AO3
(captioned photos of famous families/ descriptions of 2. Μαργαρίτα Λυμπεράκη, Τα
family gatherings in earlier and more recent literary ψάθινα καπέλα Critical Thinking is
texts/extracts from older and contemporary Greek films) assessed in AO1 and
may be used as a stimulus. 3. Μένης Κουμανταρέας, Ο γιος AO2
του θυρωρού (Η μυρωδιά τους
Collate the students’ ideas and discuss in plenary με κάνει να κλαίω) Adaptive learning is
session. Write key ideas on the board. assessed in AO1,
Transition to lengthier extracts on the topic (text or 4. http://www.my-family.gr/ AO2 and AO3
digital). γονείς-σε-ένταση-και-παιδί/
acquired through
teaching and
delivery?
Devise a number of activities modeled on the SAMs

ranging from: 5. Ε.Π. Παπανούτσος, Πρακτική
 short and extended response questions Φιλοσοφία, σσ 11-121 (για τη
 summary writing φιλία)
 grammar transformation tasks and gap-fill
exercises 6.http://latistor.blogspot.com/
2015/04/blog-post_21.html
For homework:
 A set of exercises based on the model exemplified 7. Κοσμάς Πολίτης, Eroica
in the SAMs (απόσπασμα, Κείμενα
 Extended response writing tasks for a variety of Λογοτεχνίας, Ο Λόγος Ανάγκη
purposes: της Ψυχής, Γ’ Γυμνασίου)
 to persuade; to inform; to explain; to
narrate; to describe and to argue. For 8.https://
example: www.psychologynow.gr/
psychology-in-our-life/
i. Να περιγράψετε την ιδανική οικογένεια relations/737-i-schesis-ton-
ii. «Οι γονείς είναι σημαντικοί για τη neon-simera-tu-yorgu-
διαπαιδαγώγηση των νέων». padazopulu.html
iii. Να εξηγήσετε τους τρόπους με τους οποίους ο
σύγχρονος τρόπος ζωής επηρεάζει τις
ενδοοικογενειακές σχέσεις.
Lesson Idea 2:
In class:
Brainstorm the topic of friendship by asking students to

list the qualities of a good friend and then discuss them
in groups and justify their choices.
Collate the students’ ideas and discuss in plenary
session.
Transition to lengthier extracts on the topic (text or
digital). The texts may be about the nature and
challenges of friendship. Εxcerpts from films may
illustrate issues cognate to the topic (e.g. betrayal, peer
acquired through
teaching and
delivery?
pressure, common interests).

Devise a number of activities modeled on the SAMS
ranging from:
 short and extended response questions
 summary writing
exercises
For homework:
 A set of exercises based on the model exemplified

in the SAMS
 Extended response writing tasks for a variety of
purposes:
narrate; to describe and to argue. For
example:
i. Να περιγράψετε τα χαρακτηριστικά της γνήσιας

φιλίας και να αναλύσετε το ρόλο των κοινωνικών
δικτύων στη διαμόρφωση της σύγχρονης φιλίας.
ii. Να αφηγηθείτε ένα περιστατικό που αποτέλεσε
μεγάλη δοκιμασία μιας φιλίας σας.
iii. Να περιγράψετε τις αρνητικές και θετικές επιπτώσεις
της πίεσης από ομοτίμους.
Lesson Idea 3:
In class:
Brainstorm the topic of the challenges that today’s youth
acquired through
teaching and
delivery?
face by handing students a number of “issues” and

asking them to list these in order of importance, offering
brief justification. These may include:
 Το πρόβλημα της ουσιαστικής παιδείας.

 Οι απαιτήσεις του σχολείου και οι εντατικοί
ρυθμοί ζωής που περιορίζουν δραματικά τον
ελεύθερο χρόνο και την ψυχαγωγία τους.
 Η επαγγελματική αποκατάστασή τους.
 Ο σωστός προσανατολισμός.
 Η έλειψη ή κρίση αξιών και ιδανικών.
 Η ομαλή ένταξη στην κοινωνία.
 Τα προβλήματα στις σχέσεις τους με τους
μεγαλύτερους.
 Τα ναρκωτικά, η εγκληματικότητα, ο εκφοβισμός.
Collate the students’ ideas and discuss in plenary

session. Write key ideas on the board.
Transition to lengthier extracts on the topic of the
problems and identity issues that young people may be
facing today.
Devise a number of activities modeled on the SAMS
ranging from:
 short and extended response questions
 summary writing
exercises
For homework:
 A set of exercises based on the model exemplified

in the SAMS
 Extended response writing tasks for various
purposes:
acquired through
teaching and
delivery?
example:
i. «Τα προβλήματα της κοινωνίας είναι και

προβλήματα των νέων».
ii. Να εξηγήσετε τους λόγους για τους οποίους πολλοί
νέοι σήμερα προβαίνουν σε αντικοινωνικές ή
εγκληματικές ενέργειες.
iii. Να γράψετε μια επιστολή σ’ έναν φίλο/μία φίλη για
να τον/την πείσετε να εγκαταλείψει συνήθειες που
βλάπτουν την ποιότητα ζωής και την υγεία του/της.
6-10 Topic Area Β- The role of Lesson idea 1: Extracts from literary texts Communication is
Education education and and online sources: assessed in AO1,
challenges of Introduce the topic by asking students to discuss in 1. Γιώργος Ιωάννου, Να 'σαι AO2 and AO3
today’s groups what they consider to be the role of education in καλά, δάσκαλε! ( Εφήβων και
educational preparing young people for a useful and happy life. Ask μη) Self-presentation
system the groups to report back to the whole class, justifying
their opinions. You may write key ideas and vocabulary 2. UNESCO, Εκπαίδευση, ο Productivity is
Educational on the board, during plenary feedback. θησαυρός που κρύβει μέσα της, assessed in AO1,
models Έκθεση της Διεθνούς Επιτροπής AO2 and AO3
Transition to written extracts on the topic or show για την Εκπαίδευση στον 21ο
excerpts from relevant films, accompanied with αιώνα (Εγχειρίδιο Νεοελληνικής Analysis is assessed
questions that elicit both factual details and critical γλώσσας Β’ Γυμνασίου, in AO1 and AO2
thinking. Devise a number of activities modeled on the ebooks.edu.gr)
SAMS ranging from: Critical thinking is
 short and extended response questions 3. Οι 10 τεχνολογικές assessed in AO1,
 summary writing καινοτομίες που θα αλλάξουν AO2 and AO3
 grammar transformation tasks and gap-fill την εκπαίδευση»,
exercises ένθετο «ΒΗΜΑSCIENCE», Intellectual interest
acquired through
teaching and
delivery?
εφημ. ΤΟ and curiosity

For homework: ΒΗΜΑ, 12/1/2003 (Εγχειρίδιο
Νεοελληνικής γλώσσας Β’ Reasoning/argument
 A set of exercises based on the model exemplified Γυμνασίου, ebooks.edu.gr) is assessed in AO1
in the SAMS and AO2
 Extended response writing tasks for a variety of 4. Κώστας Γεωργουσόπουλος, O
purposes: πανικός ενός δασκάλου, εφημ. Collaboration is
 to persuade; to inform; to explain; to TA NEA, 2003 (απόσπασμα, assessed in AO1,
narrate; to describe and to argue. For Νεοελληνική γλώσσα Α’ AO2 and AO3
example: Γυμνασίου, ebooks.edu.gr)
Self-directed learning
i. Να εξηγήσετε τι μας προσφέρει το σχολείο και 5.http://latistor.blogspot.com/ is assessed in AO1,
πόσο απαραίτητη είναι η παιδεία την εποχή της 2015/07/blog-post_19.html AO2 and AO3
οικονομικής κρίσης.
ii. Να περιγράψετε τους στόχους, την ενδεικτική 6. Εθνικός διάλογος για την
διδακτέα ύλη και τον τρόπο λειτουργίας του παιδεία(https://dialogos.minedu
ιδανικού σχολείου. .gov.gr/)
iii. Να αφηγηθείτε τα γεγονότα που σημάδεψαν την
καλύτερη και τη χειρότερη μέρα στη σχολική σας
ζωή μέχρι τώρα.
Lesson Idea 2:
In class:
Ask students to bring and present to class short articles

they have researched on the theme of education. During
discussion, you may write key ideas and vocabulary on
the board.
Homework:
Use these articles as source material to devise a number

of comprehension questions and tasks modeled on the
SAMS.
Lesson Idea 3:
acquired through
teaching and
delivery?
In class:
Give students short descriptions of educational models in

Greece and the world. Ask them to discuss the merits of
each, in their groups, and report to class.
For homework:
Write a persuasive or discursive essay about why a

certain system is preferable over another one or about
the relative merits of certain systems over others.
TERM 2
1-5 Topic Area C– Synchronous Lesson idea 1: Possible websites for research Critical thinking is
Media (radio, TV) and source material: assessed in AO1,
and In class: 1.http://latistor.blogspot.co.uk/ AO2 and AO3
Potential cross- asynchronous Show a power point presentation with headlines on the 2015/09/blog-post_22.html
referencing to (blogs, same issue, taken from different newspapers, online Interpretation is
topic areas on: newspapers, magazines or blogs. Ask students to comment on the assessed in AO1,
2.http://
Technology, magazines) distinguishing features of these headlines and in the way AO2 and AO3
siamantoura.blogspot.co.uk/
Youth matters. media and they manifest bias or objectivity when they report news
their role in or tackle a contemporary issue. Discuss possible 2010/10/blog-post_8156.html Creativity is assessed
the repercussions from reporting that misleads or influences in AO1 and AO2
dissemination 3.http://blogs.sch.gr/apontes/
public opinion inappropriately.
of 2014/02/22/mme/ Executive function is
©11
Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.
acquired through
teaching and
delivery?
information, For homework: assessed in AO1,

in education 4.http://www.kathimerini.gr/ AO2 and AO3
and in our  Use text from these articles to create a set of 885414/opinion/epikairothta/
everyday life exercises based on the model exemplified in the politikh/h-poiothta-ths- Adaptive Learning is
SAMS enhmerwshs-kai-h-texnologia assessed in AO1,
The role of  Create extended response writing tasks for a variety AO2 and AO3
technology in of purposes: 5.http://www.schooltime.gr/
today’s  to persuade; to inform; to explain; to narrate; 2016/12/22/ekthesi-g-likeiou- Self-presentation
media, to describe and to argue. For example: texnologia-eleutheria-kritirio-
education and aksiologisis/ Self-direction is
social i. Τα σύγχρονα μέσα ενημέρωσης και ο ρόλος τους assessed in AO1,
networking στη σύγχρονη κοινωνία. 6.http://www.lifo.gr/articles/ AO2 and AO3
ii. Τα ΜΜΕ, οι αρνητικές επιδράσεις τους και τρόποι technology_articles
αντιμετώπισης. Cooperation is
iii. Γράψτε μια επιστολή στη διεύθυνση του σχολείου 7. http://www.psychologos- assessed in AO1,
για να τους πείσετε να επιτρέψουν την έκδοση kordera.gr/index.jsp? AO2 and AO3
σχολικής εφημερίδας. CMRCode=19HC1PL3B&extLang
iv. Γράψτε ένα άρθρο στο σχολικό περιοδικό για να = Collaboration is
πείσετε τους συμμαθητές σας να ασχοληθούν με τη assessed in AO1,
σχολική δημοσιογραφία. AO2 and AO3
Lesson idea 2: Reasoning/argument

is assessed in AO1
In class: and AO2
Hand students a number of questions about modern

media and ask them to discuss in groups, keeping notes.
The students report back to class, recording a list of key
ideas and vocabulary on the board. The list of questions
could include:
 Ποιο μέσο χρησιμοποιείτε για την ενημερωσή σας;
 Πώς άλλαξε η τεχνολογία τον τρόπο που
ενημερωνόμαστε; Ποια υπέρ ή κατά βρίσκετε σ’
αυτόν τον τρόπο ενημέρωσης;
 Πιστεύετε ότι ένα μέσο είναι πιο αξιόπιστο ή πιο
αντικειμενικό από τα άλλα;
 Πιστεύετε πως τα μέσα ενημέρωσης πρέπει να
acquired through
teaching and
delivery?
είναι αντικειμενικά;
 Πώς διαμορφώνουν γνώμες και συνειδήσεις τα
μέσα ενημέρωσης;
 Ποιοι κίνδυνοι υπάρχουν στον τρόπο που
λειτουργούν; Τι παραδείγματα μπορείτε να
δώσετε;
 Tι γνώμη έχετε για την παράδοση της σχολικής
εφημερίδας;
For homework:
Create extended response writing tasks for a variety

of purposes:
 to persuade; to inform; to explain; to narrate;
to describe and to argue. For example:
i. Γράψτε ένα άρθρο για τη σχολική εφημερίδα,

πάνω σ’ ένα θέμα που απασχολεί την σχολική
κοινότητα.
ii. Γράψτε ένα άρθρο για τη σχολική εφημερίδα,
πάνω σ’ ένα θέμα που απασχολεί την πόλη σας.
iii. Ποιες είναι οι επιπτώσεις της τεχνολογίας στον
τομέα της ενημέρωσης;
Lesson idea 3:
In class:
Students bring an extract from their favourite blog to
class. They present their ideas about content and the
features they find appealing. A list of questions to
©13
acquired through
teaching and
delivery?
discuss could include:
 Μπορούν τα μπλογκ να αντικαταστήσουν την

υπεύθυνη και επαγγελματική δημοσιογραφία;
Γιατί;
 Ποιος είναι ο ρόλος των μέσων κοινωνικής
δικτύωσης όσον αφορά την έγγυρη ενημέρωση;
 Πώς χρησιμοποιεί ένας νέος σήμερα τα μέσα
κοινωνικής δικτύωσης;
For homework:
Assign an article for students to read and respond
critically (e.g. Μιχάλης Παναγιωτάκης,
Παραπληροφόρηση στα μέσα κοινωνικής δικτύωσης.
http://dimosiografia.com/paraplhroforhsh-sta-mesa/)
 Use text from this article to create a set of exercises

based on the model exemplified in the SAMS.
 Create extended response writing tasks for a variety

of purposes:
 to persuade; to inform; to explain; to narrate;
to describe and to argue. For example,
i. Τα μέσα κοινωνικής δικτύωσης δεν ενημερώνουν
παρά μόνο προβάλλουν ένα καταναλωτικό και
επιφανειακό πρότυπο ζωής.
ii. Γράψτε μια επιστολή στη διευθύντρια του σχολείου
σας για να την πείσετε πως το σχολείο σας πρέπει
να αποκτήσει σελίδα στο Facebook ή λογαριασμό
Twitter.
iii. Τα μέσα κοινωνικής δικτύωσης και οι επιπτώσεις
τους στην ψυχική υγεία.
6-10 Topic Areas D - Youth culture: Lesson idea 1: Possible websites for research Critical thinking is
Culture music, and source material: assessed in AO1,
fashion and In class: 1.http://www.vlioras.gr/ AO2 and AO3
acquired through
teaching and
delivery?
Potential cross- lifestyle Brainstorm the topic by asking students to give Philologia/Composition/
referencing to views/preferences about music and fashion, with Psyxagogia.htm Creativity is assessed
topic areas on: (cognate topic justification. Prompts such as pictures of famous in AO1 and AO2
Youth matters, area: topic musicians or extracts from interviews may be used as 2.http://
Education. area A: Youth springboard for discussion. A list of questions may be vprassas.blogspot.co.at/ Problem solving is
matters, topic handed out for group discussion. The list may include the 2011/05/blog-post_16.html assessed in AO1,
Area B: following questions: AO2 and AO3
Education, 3.http://
topic area E:  Ο ρόλος της μόδας: Πώς επηρεάζει τους νέους, diapolitismikiekpaidefsi.blogspot Adaptive learning is
Sport and ποια είναι η σημασία της; Ποιος είναι ο ρόλος .co.at/2012/12/blog-post.html assessed in AO1,
Leisure) των ΜΜΕ και της μόδας όσον αφορά τη AO2 and AO3
διαμόρφωση προτύπων ομορφιάς και ευτυχίας; 3.http://
Forms of  Ποια είναι η επιρροή των διασήμων στον κόσμο; apostolos1963.blogspot.co.at/ Ethics is assessed in
entertainment Πώς επηρεάζουν τη νεολαία η συμπεριφορά και ο 2016/12/blog-post.html AO1 and AO2
: then and τρόπος ζωής ειδώλων της μουσικής, του
now κινηματογράφου; Ποια είναι τα θετικά ή 4. Communication is
αρνητικά πρότυπα, γιατί; http://www.kathimerini.gr/8893 assessed in AO1,
Popular  Ο ρόλος των προτύπων στη διαμόρφωση 05/opinion/epikairothta/politikh AO2 and AO3
culture versus συμπεριφοράς και αξιών. /h-a8hna-den-einai-
highbrow polypolitismikh Analysis is assessed
culture For homework: in AO1 and AO2
5.http://users.sch.gr/symfo/
Culture in Students are asked to compose essays, in which they sholio/diafora/syner/po.po- Executive function is
Education argue or persuade/interest on topics, that derive from c01_diapolitismiko-ap.htm assessed in AO1,
the discussion. For example: AO2 and AO3
World 6.http://
cultures i. Η μόδα επηρέαζει όχι μόνο τι φοράμε, αλλά και το latistor.blogspot.co.at/ Self-directed learning
τι σκεφτόμαστε. 2015/11/blog-post_10.html is assessed in AO1,
ii. Η λατρεία των διασήμων έχει καταντήσει εθνική AO2 and AO3
παράνοια. Film:
iii. Η μορφωτική αξία της Σωτήρη Γκορίτσα, Μπραζιλέρο Collaboration is
μουσικής/τέχνης/λογοτεχνίας. (2001) assessed in AO1,
©15
acquired through
teaching and
delivery?
iv. Ένα πρότυπο συμπεριφοράς. AO2 and AO3
Reasoning/argument
Lesson idea 2: is assessed in AO1
and AO2
In class:
Show students images or film extracts from the past of Decision making is
people enjoying themselves. Ask students to note down assessed in AO1,
the things that made an impression and carry out AO2 and AO3
comparisons between past and present form of
entertainment (and consequently, forms of interaction
between people, behavioural patterns, relationships etc).
For homework:
1. Ask students to carry out their own research and find

texts that illustrate or identify cultural traits of certain
decades, from the 60s onwards, (what people wore,
what they listened to, what films they watched, what was
popular on TV), paying particular attention to the cultural
coordinates of these periods. Ask them to write out
summaries of the source texts they read.
2.
 Using the students’ texts as source material,
create a set of exercises based on the model
exemplified in the SAMS.
 Create extended response writing tasks for a
variety of purposes:

example:
i. Ένα φανταστικό ταξίδι στην αγαπημένη σας

δεκαετία από το παρελθόν.
ii. Σε αντίθεση με το παρελθόν, η σημερινή
acquired through
teaching and
delivery?
ψυχαγωγία δεν έχει καμία σχέση με την ψυχή.

iii. Να γράψετε μια επιστολή στους φίλους σας
προτείνοντας ένα τρόπο ψυχαγωγίας για το
Σαββατοκύριακο. Να δικαιολογήσετε την
απάντησή σας.
iv. Να γράψετε μια πρόταση στην οποία προτείνετε
τη δημιουργία ενός σχολικού, πολιτιστικού
ομίλου. Να δικαιολογήσετε την απάντησή σας.
Lesson idea 3:
In class:
Show students a power point presentation that contains

clips from documentaries or images of a variety of
“cultural practices” (dances, weddings, waiting at the
bus-stop) and cultural products (food, architecture) and
ask them to identify the country and say what they know
about it. Where possible, use diverse cultural images
from the same society. Introduce and explain/discuss the
concepts of transculturalism, multiculturalism. Write
definitions on board. Ask students to identify what they
consider Greek cultural products, practices and
perspectives and discuss to what extent Greek society
has become multicultural.
Questions to consider are:
 Πώς επηρέασε η παγκοσμιοποίηση τη μορφή της
ελληνικής κοινωνίας;
 Ποια είναι τα θετικά στοιχεία και ποιες είναι οι
προκλήσεις της πολυπολιτισμικότητας;
 Ποια είναι τα απαραίτητα στοιχεία που
συμβάλλουν στην ομαλή συνύπαρξη μέσα σε μια
©17
acquired through
teaching and
delivery?
πολυπολιτισμική κονωνία;
For homework:
Assign a newspaper article for students to read and

respond critically (e.g. Τάκης Θεοδωρόπουλος, Η Αθήνα
δεν είναι πολυπολιτισμική
http://www.kathimerini.gr/889305/opinion/epikairothta/
politikh/h-a8hna-den-einai-polypolitismikh)


of purposes:
narrate;to describe and to argue. For
example:
i. Πώς συμβάλλει η διαπολιτισμική εκπαίδευση στην

καλλιέργεια σωστών πολιτών;
ii. Ποιες είναι οι αιτίες που δημιουργήθηκαν
πολυπολιτισμικές κοινωνίες; Πώς επηρεάστηκε η
κοινωνία της χώρας σας;
iii. Να γράψετε μια πρόταση για ένα πρόγραμμα
σπουδών στο σχολείο σας, το οποίο ανταποκρίνεται
στις απαιτήσεις της πολυπολιτισμικής εκπαίδευσης.
TERM 3
1-5 Topic Area E- Sport, Fitness Lesson idea 1: Possible websites for research
Sport and and health and source material:
Leisure In class: 1.http:// Critical thinking is
Sportsmanshi Survey students’ attitudes towards sport and fitness. latistor.blogspot.co.at/ assessed in AO1,
Potential cross- p and Establish a connection between sport, fitness and health. 2016/05/blog-post_14.html AO2 and AO3
referencing to competition Make a list of the reasons why a modern lifestyle may or
topic areas on: may not contribute to a daily routine that includes 2.http://ec.europa.eu/health/ Communication is
acquired through
teaching and
delivery?
Health, Youth Men and exercise. Distribute a text on a cognate subject (e.g. Ο newsletter/185/ assessed in AO1,
Matters, women in αθλητισμός στο σύγχρονο τρόπο ζωής focus_newsletter_el.htm AO2 and AO3
Education, sport http://www.pronews.gr/perivallon/417528_pos-o-
travel and syghronos-tropos-zois-epireazei-perivallon-kai-ygeia). 3.http://ygeia.tanea.gr/ Analysis is assessed
tourism. Leisure, free Ask students to write on the board the key ideas in thisdefault.asp? in AO1 and AO2
time and text. pid=8&ct=11&articleID=7752&l
modern a=1 Teamwork is
lifestyle For homework: assessed in AO1,
• Use text from the article to create a set of 4.https://politis.com.cy/ AO2 and AO3
exercises based on the model exemplified in the SAMS. article/nootropia-vias-sta-
gipeda-tis-kiprou Collaboration is
• Create extended response writing tasks for a assessed in AO1,
variety of purposes: 5.http://www.agorapress.gr/ AO2 and AO3
 to persuade; to inform; to explain; to el/news.php?n=240
narrate;to describe and to argue. For Co-operation is
example: 6.http://www.vlioras.gr/ assessed in AO1,
Philologia/Composition/ AO2 and AO3
i. Πώς μπορούμε να καταπολεμήσουμε το γεγονός ότι EleutherosXronos.htm
ο σύγχρονος τρόπος ζωής ευνοεί την καθιστική ζωή; Personal and social
ii. «Η ανάγκη για συστηματική άσκηση δεν είναι 7. http://tassos- responsibility is
προσωπική υπόθεση αλλά κοινωνική filologos.blogspot.co.at/2012/11 assessed in AO1,
αναγκαιότητα». Πώς μπορούν να βοηθήσουν οι /blog-post_7836.html AO2 and AO3
τοπικές αρχές για τη σωματική καλλιέργεια των
πολιτών; 8.http:// Self-presentation
iii. Να γράψετε σ’ ένα φίλο/μια φίλη για να τους digitalschool.minedu.gov.gr/
πείσετε για τα οφέλη της άσκησης. Να δώσετε modules/ebook/show.php/ Self-directed learning
παραδείγματα από την προσωπική σας εμπειρία. DSGL-C130/601/3949,17593/ is assessed in AO1,
AO2 and AO3
9.www.mlsi.gov.cy/mlsi/
mlsi.../Ανοικτό%20σχολείο- Reasoning/argument
Lesson idea 2: Αθλητισμός.doc is assessed in AO1
and AO2
©19
acquired through
teaching and
delivery?
In class:
Students bring power point presentations (in groups or Decision making is
individually) about their favourite athletes or teams and assessed in AO1,
discuss their achievements and trajectory. During AO2 and AO3
plenary discussions, introduce the idea of sportsmanship
and compare the ancient Greek ideal with current
perceptions, whereby sport is perceived as a
professionalised endeavour, often linked to sponsorship
and corporate business. Write key ideas on the board.
For homework:
Assign a text for the students to respond critically (e.g.
Ανδρέας Σταυρινίδης, Νοοτροπία βίας στα γήπεδα της
Κύπρου https://politis.com.cy/article/nootropia-vias-sta-
gipeda-tis-kiprou)


of purposes:
example:
i. Το αθλητικό ιδεώδες δεν υπάρχει σήμερα.

ii. Βία και εκφυλισμός στα γήπεδα. Παρατηρήσεις και
προτάσεις για τη λύση του φαινομένου.
iii. Ποια είναι η σημασία των Ολυμπιακών αγώνων στη
σημερινή εποχή;
iv. Να περιγράψετε μια σχολική αθλητική εκδήλωση
που σας έκανε ιδιαίτερη εντύπωση. Να
δικαιολογήσετε την απάντησή σας.
Lesson idea 3:
In class:
Ask students to survey their friends about their
acquired through
teaching and
delivery?
preferences regarding how they spend their free time

and their preferred leisure activities. During plenary
feedback discuss older and current notions of ‘free time’
and how it should be spent. Write main ideas on the
board.
Distribute a text on a cognate subject (e.g. Θόδωρος
Παπαγγελλής , Πώς ο άνθρωπος έχασε τον ελεύθερο
χρόνο του, http://www.tovima.gr/opinions/article/?
aid=122477). Ask students to write a summary of the
article. Give plenary feedback.
For homework:


of purposes:
example:
i. «Ελεύθερος χρόνος δεν σημαίνει ελευθερία του να

χάνεις το χρόνο σου».
ii. Γράψτε ένα άρθρο στη σχολική εφημερίδα για να
προτείνετε τρόπους αξιοποίησης του ελεύθερου
χρόνου.
iii. Να γράψετε ένα ενημερωτικό άρθρο για τις
ιδιότητες της γνήσιας και της νόθης ψυχαγωγίας.
6-10 Topic Area F – The benefits Lesson idea 1: Possible websites for Adaptive learning
Travel and of travel research and source
©21
acquired through
teaching and
delivery?
Tourism In class: material: Critical thinking is

How travel Brainstorm the topic by asking students to give their assessed in AO1,
Potential cross- has views on the importance of travel and how an individual 1.http://www.ethnos.gr/ AO2 and AO3
referencing to changed/new may benefit from the experience. Encourage students to ta_taksidia_mou/arthro/
topic areas on: types of include their personal experience, where appropriate. List taksidi_simainei_gnosi_kai_emp Communication is
Culture, tourism key ideas on the board. neusi-6798836/ assessed in AO1,
Leisure, AO2 and AO3
Environment. Travel, Ask students to read Cavafy’s Ithaca and discuss the 2.http://www.kathimerini.gr/
tourism and concept of the journey, as it emerges in the poem. 759004/article/proswpa/ Personal and social
the proskhnio/ta3idiwths-kai-oxi- responsibility is
environment For homework: toyristas assessed in AO1,
 Use cognate texts to create a set of exercises AO2 and AO3
Tourism and based on the model exemplified in the SAMS. 3.http://www.ncu.org.cy/MSc/
its impact on For example, Νάταλι Μπακόπουλος, Ταξιδιώτης και projects/tourism/ Intellectual interest
local όχι τουρίστας, tourismoskaifisi.html and curiosity
communities http://www.kathimerini.gr/759004/article/proswpa/
proskhnio/ta3idiwths-kai-oxi-toyristas. 4.http://ebooks.edu.gr/ Ethics is assessed in
modules/ebook/show.php/ AO1 and AO2
 Create extended response writing tasks for a DSGL-B115/90/712,2698/
variety of purposes: Integrity is assessed
5.http://www.kathimerini.gr/ in AO1, AO2 and AO3
 to persuade; to inform; to explain; to 768553/article/oikonomia/
narrate; to describe and to argue. For ellhnikh-oikonomia/apoyh-o- Teamwork is
example toyrismos-paragontas- assessed in AO1,
anapty3hs-ths-oikonomias-mas AO2 and AO3
i. «Ένα ταξίδι δεν πρέπει να προσφέρει μόνο
ξεκούραση αλλά και γνώσεις». 6.http://www.etmagazine.eu/ Collaboration is
ii. Να περιγράψετε ένα ταξίδι που άλλαξε την οπτική content/view/12/29/lang,el/ assessed in AO1,
σας για τα πράγματα. AO2 and AO3
iii. Να γράψετε μια επιστολή στη διεύθυνση του 7.http://www.opengov.gr/
σχολείου προτείνοντας έναν συγκεκριμένο tourism/?p=830 Co-operation is
προορισμό για τη σχολική εκδρομή. Να assessed in AO1,
δικαιολογήσετε την απάντησή σας. AO2 and AO3
iv. Γράψτε ένα γράμμα για να παραπονεθείτε για ένα
πακέτο διακοπών που δεν ανταποκρίθηκε καθόλου Reasoning/argument
στις προσδοκίες σας. Πώς θα πείσετε την εταιρία να is assessed in AO1
σας δώσει αποζημίωση; and AO2
acquired through
teaching and
delivery?
Initiative is assessed
Lesson idea 2: in AO1, AO2 and AO3
In class: Decision making is

Ask students to give their views on how tourism could assessed in AO1,
affect the environment or how tourism has affected a AO2 and AO3
place or a community they know. Prompts such as
comparing pictures of places during tourist season and Productivity is
off-season, famous resorts or different types of holiday assessed in AO1,
destinations may be used to stimulate discussion. List AO2 and AO3
pros and cons on the board.
For homework:
 Use texts on cognate topics to create a set of
exercises based on the model exemplified in the
SAMS.
For example, Δράσεις για την ανάπτυξη του
αειφόρου τουρισμού στην Κύπρο,
http://www.kathimerini.com.cy/gr/afierwmata/1-
oikonomia/261580/?ctype=ar
example:
i. «Ο συνδυασμός τουριστικής ανάπτυξης και

περιβαλλοντικής προστασίας είναι αδύνατος».
ii. Να γράψετε ένα ενημερωτικό άρθρο για τις θετικές
και αρνητικές επιπτώσεις του τουρισμού στη χώρα
σας.
©23
acquired through
teaching and
delivery?
iii. Να γράψετε μια επιστολή στην τοπική εφημερίδα για

να εξηγήσετε τους λόγους για τους οποίους μια
περιοχή που ξέρετε πρέπει να ανακηρυχθεί ως
προστατευόμενη.
Lesson idea 3:
In class:
Ask students, in groups, to research different types of
tourism through the ages and present a power point
presentation. Discuss the idea of alternative tourism as it
emerged in contemporary societies. Assign a cognate
text to read and ask students to write a summary. For
example:
 Η Κύπρος έχει όλα τα φόντα για εναλλακτικό
τουρισμό, http://dialogos.com.cy/blog/i-kipros-
echi-ola-ta-fonta-gia-enallaktiko-tourismo/
#.WT0MzFWGPX4.
Or
 Οικοτουρισμός, επιχειρώντας εναλλακτικά,

http://www.cyprusbiodiversity.eu/
For homework:
 Use the texts to create a set of exercises based on
the model exemplified in the SAMS.
example:
i. Τα οφέλη του εναλλακτικού τουρισμού για το άτομο

και την κοινότητα.
ii. Να γράψετε μια επιστολή για να πείσετε τους φίλους
σας να κάνετε εναλλακτικό τουρισμό μετά τις
acquired through
teaching and
delivery?
εξετάσεις.
iii. Να προτείνετε τρόπους με τους οποίους η χώρα ή η
κοινότητά σας θα μπορούσε να αξιοποιήσει τα
φυσικά και πολιτιστικά χαρακτηριστικά της για να
προσφέρει εναλλακτικό και όχι μαζικό τουρισμό.
TERM 4
1-5 Topic Area G – Types of jobs Lesson idea 1: Possible websites for Critical thinking is
Business, work In class: research and source assessed in AO1,
and Equality in Brainstorm the topic by asking students to list aspects of material: AO2 and AO3
employment the work the ideal job. Draw up lists and useful vocabulary on the
place board. Alternatively, attempt a brief survey of the types Communication is
of jobs or internships students have had so far. Draw up 1.http:// assessed in AO1,
Economic lists of advantages and disadvantages pertaining to latistor.blogspot.co.at/ AO2 and AO3
issues: students’ work experience. Discuss the notion of εργασία 2015/07/blog-post_25.html
progress and vs the notion of επάγγελμα. Prompts could include: Problem solving is
crises 2.http:// assessed in AO1,
 Επαγγέλματα που εξαφανίστηκαν και tsamek8esh3.blogspot.co.at/ AO2 and AO3
Business and επαγγέλματα που δημιουργήθηκαν από τις 2013/05/10.html
technology ανάγκες της εποχής Responsibility is
 Επαγγελματικός προσανατολισμός στο σχολείο 3.http://www.rnews.gr/el/ assessed in AO1,
Children in  Επάγγελμα και παιδεία news.php?n=1493 AO2 and AO3
the workplace  Νέες μορφές εργασίας (τηλεργασία)
4.http:// Initiative is assessed
Part time For homework: www.huffingtonpost.gr/kiriakos- in AO1, AO2 and AO3
work  Use cognate texts to create a set of exercises filinis/-_539_b_7510430.html
based on the model exemplified in the SAMS. Ethics is assessed in
 Create extended response writing tasks for a 5.http://www.efsyn.gr/arthro/ AO1 and AO2
variety of purposes: ine-gsee-sto-296-i-pragmatiki-
 to persuade; to inform; to explain; to anergia-ayxisi-ftoheias-kai- Integrity is assessed
narrate; to describe and to argue. For koinonikoy-apokleismoy in AO1, AO2 and AO3
©25
acquired through
teaching and
delivery?
example:
6.http://www.vlioras.gr/ Teamwork is
i. Η εργασία δεν εξασφαλίζει μόνο μια αξιοπρεπή Philologia/Composition/ assessed in AO1,
διαβίωση αλλά και την αξιοπρέπεια του ατόμου. Anergia.htm AO2 and AO3
ii. Ποιοι είναι οι παράγοντες που θα επηρεάσουν την
επιλογή του επαγγέλματός σας. Να δικαιολογήσετε 7.http://ebooks.edu.gr/ Collaboration is
την απάντησή σας. modules/ebook/show.php/ assessed in AO1,
iii. Πώς συνδέεται η επαγγελματική εξέλιξη με τη δια DSB105/438/2912,11423/ AO2 and AO3
βίου μάθηση.
iv. Πώς μπορεί να βοηθήσει το σχολείο με την επιλογή Co-operation is
και εξασφάλιση επαγγέλματος; assessed in AO1,
AO2 and AO3
Lesson idea 2:
Reasoning/argument
In class: is assessed in AO1
Introduce students to an article on the topic of the and AO2
challenges that young people face today, regarding work
(unemployment, equal opportunities, part-time versus Decision making is
full time work etc.). Two suggestions for articles on this assessed in AO1,
topic include: AO2 and AO3
 Η εικόνα της ανεργίας στην Κύπρο -Αναλυτικά Productivity is

στοιχεία - assessed in AO1,
https://www.briefingnews.gr/oikonomia/i-eikona- AO2 and AO3
tis-anergias-stin-kypro-analytika-
stoiheia#sthash.zHgeSfHK.dpbs). Intellectual interest
and curiosity
AND
Perseverance
 Είναι αλήθεια ότι η ανεργία των νέων αποτελεί is assessed in AO1,
το σημαντικότερο πρόβλημα της ελληνικής AO2 and AO3
αγοράς εργασίας;
http://www.huffingtonpost.gr/kiriakos-filinis/-
_539_b_7510430.html
Ask students to write the key points of the article(s) on

the board. Invite them to compose a series of
acquired through
teaching and
delivery?
comprehension questions modeled on the SAMS.
For homework:
 Use texts on this topic to create a set of exercises
example:
i. Να περιγράψετε τις επιπτώσεις της ανεργίας που

παρατηρήσατε στο περιβάλλον σας.
ii. Ανεργία: συνέπειες, αίτια και τρόποι αντιμετώπισης.
iii. «Όλοι, χωρίς καμία διάκριση, έχουν δικαίωμα ίσης
αμοιβής για ίση εργασία».
Lesson idea 3:
Write the following sentences/extracts on the board and

ask students to discuss in groups and report back to the
class (source:
http://ebooks.edu.gr/modules/ebook/show.php/DSB105/
438/2912,11423/)
 Η οικιακή εργασία της γυναίκας θεωρείται συνήθως

ως αυτονόητη προσφορά και δεν αναγνωρίζεται από
όλους η αξία της.
 Δικαιολογείτε την ύπαρξη “καθαρά” γυναικείων και
αντρικών επαγγελμάτων; Να στηρίξετε με
επιχειρήματα τις απόψειςσας..
©27
acquired through
teaching and
delivery?
 Μπορείτε να υποθέσετε ποιοι είναι οι στόχοι και τα

μέτρα του προγράμματος, για την ένταξη των ατόμων
με ειδικές ανάγκες στην παραγωγική διαδικασία; Ποια
άλλα μέτρα νομίζετε ότι θα μπορούσε να πάρει η
πολιτεία γενικά για την ομαλή ένταξη των ατόμων
αυτών στην κοινωνία;
For homework:
Have the students write an essay on a topic of their

choice from the list above. Invite students to review each
other’s work, where appropriate.
6-10 Topic Area H- Environmental Lesson idea 1 Possible websites for Critical thinking is
Environment issues : research and source assessed in AO1,
In class: material: AO2 and AO3
Saving the Ask students to create an information leaflet about
environment environmental issues they have researched in their area. 1.http://ebooks.edu.gr/ Communication is
List the issues, that the students discuss, on the board. modules/ebook/show.php/ assessed in AO1,
Government Brainstorm what the individual can do to protect the DSGL-C130/601/3949,17605/ AO2 and AO3
vs environment and then do a survey in the class. Ask
Individual students to write this up as a poster or a short 2.http://www.ouc.ac.cy/web/ Problem solving is
roles paragraph. guest/s2/programme/dpp/ assessed in AO1,
news/archive/16828 AO2 and AO3
Weather and For homework:
climate  Use texts on this topic to create a set of exercises 3.http:// Innovation is
based on the model exemplified in the SAMS. magazine.apopsi.com.cy/ assessed in AO2 and
 Create extended response writing tasks for a 2009/05/1420 AO3
 to persuade; to inform; to explain; to 4.http:// Negotiation is
narrate; to describe and to argue. For www.odyssey.com.cy/main/ assessed AO2
example: default.aspx?
i. H περιβαλλοντική κρίση είναι η κρίση του tabID=138&itemID=1404&mid Leadership
σύγχρονου πολιτισμού και της επιστήμης. =1013
ii. Να γράψετε μια επιστολή σε εφημερίδα της πόλης Ethics is assessed in
σας εξηγώντας γιατί και πώς πρέπει να ληφθούν 5.https://ec.europa.eu/clima/ AO1 and AO2
acquired through
teaching and
delivery?
μέτρα για ένα συγκεκριμένο περιβαλλοντικό change/causes_el

πρόβλημα στην περιοχή. Initiative is assessed
iii. Πώς συνδέεται η καταστροφή του περιβάλλοντος 6.http://ellinikahoaxes.gr/ in AO1, AO2 and AO3
με τα μεγάλα οικονομικά συμφέροντα ή την 2017/06/05/power-company-
ανεξέλεγκτη δράση των εταιριών; pseudoscientific-claims-about- Reasoning/
iv. Όσο πλουσιότερη γίνεται η χώρα μας, τόσο climate-change/ argumentation is
φτωχαίνει το περιβάλλον. assessed in AO1 and
AO2
Lesson idea 2: 7.http://www.tovima.gr/
opinions/article/?aid=304718 Integrity is assessed
In class: in AO1, AO2 and AO3
8.https://
Distribute reports/articles about alternative energy www.perivallon21.gr/klimatiki- Decision making is
sources and ask students to carry out comprehension allagi/ixnografondas-tin- assessed in AO1,
exercises in complete worksheets. These could be written klimatiki-allagi/ AO2 and AO3
as questions similar to those used in the examination.
For a useful list of alternative energy sources, please
see: https://eclass.upatras.gr/courses/CMNG2123/
Homework:
Using the materials from in class work ask students to
write a personal account of commitment to the
environment in the future. What will they do to protect
the environment? How will they adapt/change their
habits?
Lesson idea 3:
In class:
Hand students a list of questions and ask them to write
answers, paying attention to grammar, syntax and
including a good range of appropriate vocabulary. These
©29
acquired through
teaching and
delivery?
questions could include:
 Τι είναι φυσικό περιβάλλον και πώς κινδυνεύει

σήμερα;
 Ποιες μορφές ρύπανσης παρατηρούμε σε

καθημερινή βάση; Πώς μπορούμε να τις
αποφύγουμε;
 Αποτελέσματα καταστροφής του περιβάλλοντος

σε παγκόσμιο επίπεδο.
 Ποια είναι τα αίτια και οι επιπτώσεις της

κλιματικής αλλαγής και της υπερθέρμανσης του
πλανήτη;
 Ποιο είναι το καθήκον του πολίτη και της

πολιτείας;
For homework:
example:
i. Ποια περιβαλλοντική οργάνωση κέρδισε το

θαυμασμό σας και γιατί;
ii. Γράψτε ένα άρθρο στη σχολική εφημερίδα για
να πείσετε τους συμμαθητές σας να
συμμετάσχουν σε μια περιβαλλοντική
οργάνωση. Να εξηγήσετε τους λόγους για τους
οποίους η συμμετοχή τους θα έχει θετικές
επιπτώσεις στο περιβάλλον της περιοχής σας.
iii. Το περιβαλλοντικό πρόβλημα δεν θα λυθεί με
acquired through
teaching and
delivery?
τον εθελοντισμό! Απαιτείται κρατική μέριμνα σε

παγκόσμιο επίπεδο.
TERM 5
1-5 Topic Area I- The Lesson idea 1: Possible websites for Critical thinking is
Health challenges of research and source assessed in AO1,
staying In class: material: AO2 and AO3
healthy vis a Conduct a class survey of dietary habits and then ask
vis a modern students to produce a graph, chart or poster to see how 1.http://ebooks.edu.gr/ Communication is
lifestyle healthy the class’s dietary habits are. Ask students to modules/ebook/show.php/ assessed in AO1,
enumerate the main challenges they face with regard to DSGL-C130/601/3949,17595/ AO2 and AO3
Accidents, leading a healthy life style and name good and bad
injuries, habits. 2.http://eyzin.minedu.gov.gr/ Problem solving is
common During plenary feedback, write down main ideas on the Pages/Teachers/ assessed in AO1,
ailments board. LessonMaterial.aspx AO2 and AO3
Distribute a text on the topic (e.g. Νους υγιής εν σώματι
Healthy υγιεί, 3.http://www.kontranews.gr/ Co-operation is
eating http://www.sigmalive.com/simerini/news/203669/nous- koinonia/item/109389-sxoleio- assessed in AO1,
ygiis-en-somati-ygiei) mathites-health AO2 and AO3
Αsk students to read and devise a list of comprehension 4.http://www.agogiygeias.gr/ Self- presentation
questions and exercises for their fellow students, health_education/__1.html
modeled on the SAMs, Give plenary feedback.For Adaptability is
homework: 5.http:// assessed in AO1,
 Use the text from in class workand ask students to healthnews.reporter.com.cy/ AO2 and AO3
write a summary of key points. health/article/4595/oi-mathites-
 Create extended response writing tasks for a rotisan-kai-o Initiative is assessed
variety of purposes: in AO1, AO2 and AO3
 to persuade; to inform; to explain; to 6.http://www.epipsi.gr/
narrate; to describe and to argue. For Tekmiriosi/epid/ Self-regulation is
example: Epidimiologikes_erevnes/ assessed in AO1,
hbscgr.php AO2 and AO3
©31
acquired through
teaching and
delivery?
i. Γράψτε σ’ ένα φίλο για να δώσετε συμβουλές

σχετικά με έναν πιο υγιή τρόπο ζωής. 7. http://ay-efiviki- Creativity is assessed
ii. Γράψτε ένα άρθρο στη σχολική εφημερίδα και diatrofi.blogspot.co.at/2007/04/ in AO1 and AO2
δώστε συμβουλές στους συμμαθητές σας για τα blog-post_26.html
οφέλη της σωστής διατροφής και της άσκησης Reasoning/
κατά τη διάρκεια της εξεταστικής περιόδου. 8.http://www.newsbeast.gr/ argumentation is
iii. Η σχολική αγωγή για θέματα υγείας και environment/arthro/2184929/ assessed in AO1 and
κατάχρησης είναι απαραίτητη για την καλή υγεία pos-o-sigchronos-tropos-zois- AO2
των νέων. epireazi-perivallon-ke-igia
Integrity is assessed
9.http://www.lifo.gr/articles/ in AO1, AO2 and AO3
Lesson idea 2: health-fitness_articles/98247
Personal and social
In class: 10.https:// responsibility is
Prior to class, give students an article on the topic of www.psychologynow.gr/ assessed in AO1,
public health or the state of the health service in their psychic-health/ AO2 and AO3
country. Discuss the article in class, listing positive psychopathology/95-
aspects and areas that need improvement. Potential katapolemodas_to_stigma_stin_ Interpretation is
source: Για τη Βελτίωση του Εθνικού Συστήματος Υγείας, psichiki_asthenia.html assessed in AO1,
http://www.dianeosis.org/2016/03/greek-health- AO2 and AO3
proposals/.
Productivity is
For homework: assessed in AO1,
 Use texts on this topic to create a set of exercises AO2 and AO3
 Ask students to write a proposal about how the Perseverance is
health care system in their area/country could assessed in AO1,
improve. AO2 and AO3
Lesson idea 3:
In class:
Ask students to enumerate the factors that may affect an
individual’s mental and psychological well-being. Write
these factors on the board. Ask students, in groups, to
discuss attitudes towards mental and psychological
acquired through
teaching and
delivery?
illness and offer possible solutions. Write these

suggestions on the board.
For homework:
Assign a text for the students to respond critically (e.g.

Γεράσιμος Καλαΐτης, Η ψυχική υγεία παιδιών και εφήβων
στην εποχή της κρίσης
http://www.tovima.gr/opinions/article/?aid=744798
 Use material from this or a similar article to create a

set of exercises based on the model exemplified in
the SAMS.

of purposes:
i. to persuade; to inform; to explain; to

example:
i.Παρά τις σύγχρονες επιστημονικές εξελίξεις, ο

σύγχρονος τρόπος ζωής έχει αρνητικές επιπτώσεις
στην ψυχική και σωματική υγεία.
ii. Ποιες εξαρτητικές συμπεριφορές έχεις
παρατηρήσει στο περιβάλλον σου; Πώς μπορούν
να καταπολεμηθούν για να υπάρχει ψυχική και
σωματική υγεία;
6-10 Topic Area J- Technological Lesson idea 1: Possible websites for Critical thinking is
Technology advancement research and source assessed in AO1,
Homework and in class: material: AO2 and AO3
Pros and cons
©33
acquired through
teaching and
delivery?
Potential cross- Ask students to present a group assignment on a 1.http://www.schooltime.gr/ Communication is

referencing to New technological advancement that they consider significant, 2016/12/22/ekthesi-g-likeiou- assessed in AO1,
topic areas on: technologies in terms of its impact on our understanding of the world texnologia-eleutheria-kritirio- AO2 and AO3
Media, Business and social or the improvement of humanity, conditions of living, aksiologisis/
and interactions health and education etc. The presentation could be in Problem solving is
employment, the form of an oral presentation accompanied by a power 2.http:// assessed in AO1,
Environment. Technology point. If necessary, direct the students to bibliographical latistor.blogspot.co.at/ AO2 and AO3
and the sources to assist them in this presentation. 2015/09/blog-post_22.html
environment Self-direction is
Homework: 3.http://www.lifo.gr/articles/ assessed in AO1,
Ask students to write an extended response with technology_articles AO2 and AO3
justification on the technological invention/advancement
they consider most important. 4.http://ebooks.edu.gr/ Productivity is
modules/ebook/show.php/ assessed in AO1,
DSGL-C130/601/3949,17606/ AO2 and AO3
Lesson idea 2:
5.http:// Intellectual interest
This is an expanded lesson that includes many different teachingreek.blogspot.co.at/ and curiosity
options and a variety of concepts for discussion, analysis 2014/06/blog-post.html
and critical interpretation. Creativity is assessed
6.https:// in AO1 and AO2
Give students a set of prompts on the following issues. schooltec.wordpress.com/
Ask them to discuss these concepts in their groups. Write technology-vs-environment/ Interpretation is
a list of main ideas on the board. The concepts may 7.http://www.tovima.gr/ assessed in AO1,
include: culture/article/?aid=110548 AO2 and AO3
• Τεχνολογία και φύση 8.http://www.ant1news.gr/ Reasoning/argument

• Τεχνολογία και ιδιωτικότητα news/Society/article/263794/ is assessed in AO1
• Τεχνολογία και ποιότητα ζωής polemos-sta-aythaireta-me- and AO2
• Τεχνολογία και επικοινωνία oplo-tin-texnologia
 Τεχνολογία, ειρήνη και πόλεμος Initiative is assessed
 Τεχνολογία και εργασία in AO1, AO2 and AO3
 Τεχνολογία και επιστήμη
 Τεχνολογία και εκπαίδευση Decision making is
assessed in AO1,
In addition, distribute a number of different texts dealing AO2 and AO3
with these concepts, for students to read in their groups
acquired through
teaching and
delivery?
and respond critically. Representative articles may Ethics is assessed in

include: AO1 and AO2
 Σχέση από απόσταση: Έρωτας που δεν γνωρίζει Perseverance is

σύνορα ή ψευδαίσθηση; assessed in AO1,
http://www.protothema.gr/zoi/group-therapy/ AO2 and AO3
arthro/482154/shesi-se-apostasi-erotas-pou-
den-gnorizei-sunora-i-pseudaisthisi/
 Αντιδράσεις από την κατάργηση νόμου για την

ιδιωτικότητα στο διαδίκτυο
http://www.real.gr/DefaultArthro.aspx?
page=arthro&id=591294&catID=22&mode=tab
 Τεχνολογική αλλαγή και πρόοδος

http://digitalschool.minedu.gov.gr/modules/
ebook/show.php/DSGL-C113/77/629,2273/
unit=1470
 Τεχνολογία και περιβάλλον

https://schooltec.wordpress.com/technology-vs-
environment/
 Η τεχνολογία του πολέμου
http://www.tovima.gr/culture/article/?
aid=110548
For homework:
• Use texts on these topics to create a set of

exercises based on the model exemplified in the SAMS.
©35
acquired through
teaching and
delivery?
of purposes:

example:
i. Θετικές και αρνητικές συνέπειες της τεχνολογίας.

ii. Να γράψετε μια επιστολή στη διεύθυνση του
σχολείου ζητώντας την απαγόρευση χρήσης κινητών
και υπολογιστών για προσωπικούς λόγους σε ώρες
σχολείου. Να δικαιολογήσετε την απάντησή σας.
iii. «Μια εβδομάδα χωρίς τεχνολογία». Πώς θα ήταν η
ζωή σας κατά τη διάρκεια μιας εβδομάδας
τεχνολογικής αποτοξίνωσης;
iv. Η ασφάλεια των παιδιών στο διαδίκτυο.
v. Η τεχνολογία δεν οδηγεί μόνο στην
κοινωνικοποίηση του ατόμου αλλά και στην
αποξένωσή του.
Term 6
1-10 All topics - Revision term Reading and writing activities from Sample Assessment A combination of the sources Self-monitoring/self-
examination before final Materials, self-produced, student-produced and other listed above, in addition to evaluation/self-
skills- all examination available materials. teacher and student produced reinforcement
assessment work.
objectives During this term, it may be advisable to give students Continuous learning
the opportunity to carry out some peer review of each
other’s work, so that they better understand the Critical thinking is
assessment criteria and implications. assessed in AO1,
AO2 and AO3
Communication
is assessed in AO1,
AO2 and AO3
Problem solving is
assessed in AO1,
acquired through
teaching and
delivery?
AO2 and AO3
Self-direction is
assessed in AO1,
AO2 and AO3
Productivity is
assessed in AO1,
AO2 and AO3
Intellectual interest
and curiosity
Creativity is assessed
in AO1 and AO2
Reasoning/argument
is assessed in AO1
and AO2
Decision making is
assessed in AO1,
AO2 and AO3
Initiative is assessed
in AO1, AO2 and AO3
©37

SoW IGCSE Greek Final 7

Uploaded by

Copyright:

Available Formats

SoW IGCSE Greek Final 7

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SoW IGCSE Greek Final 7

Uploaded by

Copyright:

Available Formats

Pearson Edexcel

International GCSE Greek (First Language) (9-1) Scheme of Work

The columns in this lesson plan indicate:

Why transferable skills?

(iii) Compare and contrast information.

(iv) Summarise information. Understand and respond, in writing, to spoken language

Devise a number of activities modeled on the SAMs

Brainstorm the topic of friendship by asking students to

pressure, common interests).

 A set of exercises based on the model exemplified

i. Να περιγράψετε τα χαρακτηριστικά της γνήσιας

Brainstorm the topic of the challenges that today’s youth

face by handing students a number of “issues” and

 Το πρόβλημα της ουσιαστικής παιδείας.

Collate the students’ ideas and discuss in plenary

 A set of exercises based on the model exemplified

i. «Τα προβλήματα της κοινωνίας είναι και

εφημ. ΤΟ and curiosity

Ask students to bring and present to class short articles

Use these articles as source material to devise a number

Give students short descriptions of educational models in

Write a persuasive or discursive essay about why a

information, For homework: assessed in AO1,

Lesson idea 2: Reasoning/argument

Hand students a number of questions about modern

Create extended response writing tasks for a variety

i. Γράψτε ένα άρθρο για τη σχολική εφημερίδα,

discuss could include:

 Μπορούν τα μπλογκ να αντικαταστήσουν την

 Use text from this article to create a set of exercises

 Create extended response writing tasks for a variety

iv. Ένα πρότυπο συμπεριφοράς. AO2 and AO3

1. Ask students to carry out their own research and find

 to persuade; to inform; to explain; to

i. Ένα φανταστικό ταξίδι στην αγαπημένη σας

ψυχαγωγία δεν έχει καμία σχέση με την ψυχή.

Show students a power point presentation that contains

Assign a newspaper article for students to read and

 Use text from this article to create a set of exercises

 Create extended response writing tasks for a variety

i. Πώς συμβάλλει η διαπολιτισμική εκπαίδευση στην

 Use text from this article to create a set of exercises

 Create extended response writing tasks for a variety

i. Το αθλητικό ιδεώδες δεν υπάρχει σήμερα.

preferences regarding how they spend their free time

 Use text from this article to create a set of exercises

 Create extended response writing tasks for a variety

i. «Ελεύθερος χρόνος δεν σημαίνει ελευθερία του να

Tourism In class: material: Critical thinking is

In class: Decision making is

i. «Ο συνδυασμός τουριστικής ανάπτυξης και

iii. Να γράψετε μια επιστολή στην τοπική εφημερίδα για

 Οικοτουρισμός, επιχειρώντας εναλλακτικά,

i. Τα οφέλη του εναλλακτικού τουρισμού για το άτομο

 Η εικόνα της ανεργίας στην Κύπρο -Αναλυτικά Productivity is

Ask students to write the key points of the article(s) on

comprehension questions modeled on the SAMS.

i. Να περιγράψετε τις επιπτώσεις της ανεργίας που

Write the following sentences/extracts on the board and

 Η οικιακή εργασία της γυναίκας θεωρείται συνήθως