Search

Years 5 and 6 Hindi

The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …

Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC007

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

Elaboration (4) ACLHIC080

considering challenges involved in translating texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts

Elaboration (1) ACLHIC058

engaging critically with texts that report on personal, social or community activities, for example, blogs, social media texts or community announcements, discussing how texts reflect cultural contexts

Elaboration (2) ACLHIC008

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

Elaboration (3) ACLHIC024

demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline

ACLHIU068

Apply understanding of text structure and organisation to interpret unfamiliar texts and to create own texts for specific purposes[Key concepts: textual conventions, tenor, audience; Key processes: identifying, classifying, explaining]

Elaborations ScOT Terms

Achievement Standard Hindi Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है …

Achievement Standard Hindi Years 7 and 8

By the end of Year 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट …

ACLHIU104

Identify textual and grammatical features that characterise different types of literary, instructional, persuasive or imaginative texts in Hindi, comparing them with similar texts in English and other languages[Key concepts: genre, language features, …

Elaborations ScOT Terms

Achievement Standard Hindi Years 9 and 10

By the end of Year 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत …

Elaboration (3) ACLHIC004

identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

Elaboration ACLHIC022

listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information

Elaboration (6) ACLHIC025

drawing their own versions of characters encountered in imaginative texts and selecting simple descriptive statements as captions to their pictures

Elaboration (2) ACLHIC027

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

Elaboration (3) ACLHIC027

generating parallel Hindi and English versions of classroom texts such as timetables, menus or instructions for activities or games

Elaboration ACLHIU032

recognising features of familiar genres of Hindi texts, such as digital books or puppet shows, video clips or children’s songs

Elaboration (1) ACLHIC045

creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi

Elaboration (1) ACLHIU050

comparing the use of imagery or satire in a range of imaginative texts, discussing how these features are used to convey meaning and engage/entertain the audience

Elaboration ACLHIC060

comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities