Search

Elaboration (2) ACLHIU067

creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।

Elaboration (3) ACLHIU067

recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती

Elaboration (4) ACLHIU067

recognising and using idiomatic expressions such as आँख का तारा

Elaboration (5) ACLHIU067

using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (7) ACLHIU067

understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion

Elaboration (8) ACLHIU067

understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।

Elaboration (9) ACLHIU067

using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।

Elaboration (10) ACLHIU067

using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

using their shared knowledge of typical features of familiar types of text to understand unfamiliar content, for example, in public announcements, commercials or quizzes, recognising how language and style vary according to the context, purpose and intended …

Elaboration (1) ACLHIU068

identifying how texts achieve cohesion through the use of paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, यदि आप चाहें तो...,

Elaboration (2) ACLHIU068

creating and comparing their own examples of particular text genres, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language or text organisation

Elaboration (3) ACLHIU068

composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style

Elaboration ACLHIU069

comparing and explaining the use of different styles of communication in different contexts, such as respectful, devotional or colloquial forms of expression आपकी यात्रा मंगलमय हो,सब ठीक-ठाक है?

Elaboration (1) ACLHIU069

identifying differences in features and register between spoken and written language, for example, in apologies, invitations or narratives कल मेरे घर आना, कल हमारे घर पधारिए/दर्शन दीजिए

Elaboration (2) ACLHIU069

comparing language and textual features used when communicating with different age groups, for example, amusing rhymes and terms of affection for small children, devotional texts for religious expression

Elaboration (3) ACLHIU069

identifying variations in language use between people of different ages, gender or status, for example, ways of showing authority or expressing humility

Elaboration (4) ACLHIU069

understanding that facial expressions, gestures and body language are key elements of communication and that they can be interpreted differently by different people

Elaboration (5) ACLHIU069

explaining variations in style, content and register of different expressions of wishes for a particular event or occasion such as Diwali, for example, हर घर में हो उजाला, आए न कभी रात काली हर घर मनाए ख़ुशियाँ, हर घर में हो दिवाली compared to an sms message …

Elaboration ACLHIU070

reflecting on changes in their ways of communicating in Hindi, identifying terms, expressions or behaviours that have become part of their everyday language through the influence of technology, social media and intercultural experience

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities