Search

Elaboration (2) ACLHIC009

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

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 (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 (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 (2) ACLHIU013

exploring how to use singular and plural forms, such as मैं, हम, मेरा, तुम्हारा

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 (2) ACLHIU015

understanding that different forms of address are used to greet different people, for example, addressing elders as आप, equal or younger people as तुम and being addressed by older relatives as जीते रहो

Elaboration (2) ACLHIU016

finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)

Elaboration (2) ACLHIU017

identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language

Elaboration (2) ACLHIU018

noticing similarities and differences in how they communicate in Hindi in the classroom and in their homes, for example, बेटा, बेटी; being called मुन्ना, मुन्नी

Elaboration (2) ACLHIC019

asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार …

Elaboration (2) ACLHIC022

locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in A …

Elaboration (2) ACLHIC023

presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts

Elaboration (2) ACLHIC024

adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story

Elaboration (2) ACLHIC025

creating their own simple storyboards or picture books, using captions and dialogue

Elaboration (2) ACLHIC026

translating exchanges between characters in favourite stories from Hindi into English

Elaboration (2) ACLHIC027

creating bilingual texts for the classroom or school community, such as a school map or signs indicating appropriate behaviour

Elaboration (2) ACLHIC028

recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect …

Elaboration (2) ACLHIC029

sharing opinions about whether they have a different sense of identity when they are using different languages

Elaboration (2) ACLHIU030

understanding that the sound and letter correspondence is the same in written and spoken Hindi, that there are no silent letters or more than one sound for any one letter, apart from the letters ह, य and व, whose pronunciation is influenced by their …

Curriculum Types

Curriculum Elements Types

General Capabilities