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Elaboration (3) ACLHIC005

representing aspects of their daily routines by writing captions to drawings/pictures or attaching word bubbles, such as स्कूल जाना, दोपहर का खाना, पार्क में खेलना।

Elaboration (4) ACLHIC005

participating in ‘Show and Tell’ by presenting and commenting on items of personal interest, for example, मेरा पालतू जानवर; मेरा मनपसंद खिलौना

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 (1) ACLHIC006

listening to and viewing Hindi versions of familiar English-language stories, such as खट्टे अंगूर, लालची बिल्लियाँ, गांधी जी के तीन बन्दर, comparing words and expressions in each language at key points of the story

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 (4) ACLHIC006

responding to rhythmic features by using movement, facial expressions and gestures to convey meaning, for example, by learning and performing the Indian and Australian national anthems जन गण मन

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 (2) ACLHIC007

creating and presenting own Big Books, story boards or digital texts based on selected characters or elements of favourite texts

Elaboration (3) ACLHIC007

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

Elaboration (4) ACLHIC007

experimenting with devices such as alliteration, word play or repetition to add to the enjoyment of songs, stories and poems

Elaboration ACLHIC008

recognising that every language has its own words, sounds and gestures that it uses to make meaning

Elaboration (1) ACLHIC008

translating and explaining the meaning of Hindi words and expressions often used by children of their age, for example, अच्छा!, comparing with expressions they use in similar situations in English

Elaboration (2) ACLHIC008

translating simple classroom texts, such as captions, signs, word lists, charts

Elaboration (3) ACLHIC008

demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things

Elaboration (4) ACLHIC008

explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for example, touching the feet of elders while saying प्रणाम to show respect, and receiving blessings

Elaboration ACLHIC009

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

Elaboration (1) ACLHIC009

creating a bilingual picture dictionary for classroom use, labelling items in both languages

Elaboration (2) ACLHIC009

creating sets of matching vocabulary cards in Hindi and English and playing Matching Pairs or Memory

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities