Search

Elaboration (2) ACLFRC099

creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance

Elaboration ACLGEC104

participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei

Elaboration (1) ACLGEC106

recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect …

Elaboration (2) ACLGEC108

drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …

Elaboration (1) ACLGEU116

recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes

Elaboration (3) ACLGEU116

identifying familiar text types such as songs, rhymes, picture books, games, family trees and tables, and naming key features, for example, Titel, Seite and Bild

Elaboration (5) ACLGEU012

practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems

Elaboration ACLHIC002

participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे

Elaboration ACLHIC004

listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding

Elaboration ACLHIC006

participating in songs, rhymes, lullabies, and poems, for example, लल्ला लल्ला लोरी, दूध की कटोरी, चंदा है तू मेरा सूरज है तू, हम होंगे कामयाब, राष्ट्रीय गान, using facial expressions and gestures to convey meaning

Elaboration (2) ACLHIC006

responding to stories, rhymes, puppet shows and songs, such as कछुआ और खरगोश; चंदा मामा दूर के, गाँधी जी के तीन बंदर through drawing or painting, facial expression or movement

Elaboration (3) ACLHIC006

comparing their responses to favourite characters or events in stories, rhymes or songs by making simple evaluative statements, such as मुझे 'चालाक बन्दर' कहानी में बन्दर पसंद है क्योंकि उसने बिल्लियों को चालाकी से मूर्ख बना दिया

Elaboration ACLHIC007

performing songs, rhymes, and action stories, for example, आलू-कचालू, पानी बरसा छम छम छम, हाथी राजा कहाँ चले, using non-verbal expression such as clapping, head gestures and facial expressions to convey meaning and express emotion

Elaboration (1) ACLHIC007

creating own poems, puppet shows or rhymes by adapting favourite stories to perform at a school or community event, for example, ‘चुन्नू - मुन्नू थे दो भाई; लोक-कथाएँ

Elaboration (3) ACLHIC007

re-creating stories, rhymes and poems through mime, dance or captioned drawings

Elaboration ACLHIC009

creating and performing bilingual versions of nursery rhymes such as धोबी और चिड़िया; alternating verses in Hindi and English

Elaboration (1) ACLHIU014

recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list

Elaboration (2) ACLHIU014

using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,

Elaboration ACLHIC025

creating variations on Hindi poems or songs that include repetitive phrases, established rhythms, rhymes and actions

Curriculum Types

Curriculum Elements Types

General Capabilities