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Elaboration (3) ACLHIC009

creating captions in Hindi and English for photos or images to create simple bilingual storybooks in print or digital formats

Elaboration (4) ACLHIC009

creating a personal ID card with details in both Hindi and English, for example, नाम, कद, आँखों का रंग, जन्म तिथि: ‘name’, ‘height’, ‘eye colour’, ‘date of birth’

noticing differences in ways they communicate with friends and family in Hindi and English, such as using different forms of address in Hindi for relatives on a father’s or mother’s side of the family, for example, बुआ जी for a father’s sister and मौसी …

Elaboration (1) ACLHIC010

noticing which language they choose to use in which contexts, and when they mix or switch between Hindi, English or other languages, for example, when playing with friends, interacting with grandparents or reciting prayers

Elaboration (2) ACLHIC010

noticing aspects of Hindi that relate to culture, such as using terms like दीदी when speaking to a woman who is older but not yet old enough to be addressed as माताजी

Elaboration (3) ACLHIC010

describing how it feels to use Hindi in the classroom compared to using it at home or in their community

Elaboration (4) ACLHIC010

developing language for talking about language and culture, for example, using terms such as ‘difference’, ‘behaviour’ and ‘culture’, and considering questions such as लोग ऐसा क्यों/किसलिए करते हैं?

Elaboration ACLHIC011

sharing information about their family background, such as country or region of origin, languages and dialects spoken in the home and where extended family members live

Elaboration (1) ACLHIC011

representing their membership of family, peer or community groups through pictures or captions to photos

Elaboration (2) ACLHIC011

discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do

Elaboration (3) ACLHIC011

describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language

Elaboration (4) ACLHIC011

considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

Elaboration ACLHIU012

recognising and reproducing the sounds and letters of spoken and written Hindi

Elaboration (1) ACLHIU012

building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।

Elaboration (2) ACLHIU012

learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)

Elaboration (3) ACLHIU012

developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context

Elaboration (4) ACLHIU012

understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth

Elaboration (5) ACLHIU012

recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।

Elaboration (6) ACLHIU012

practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c

Elaboration (7) ACLHIU012

recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities