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Elaboration (7) ACLHIU013

learning the structure of simple statements and questions, based on models such as तुम मेरे साथ चलो। तुम कैसे हो?

Elaboration (3) ACLHIU103

learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?

Elaboration (2) ACLHIC007

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

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

exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

Elaboration (3) ACLHIC075

identifying and comparing learning strategies that support their formal study of Hindi in the school context, for example, learning grammar and textual conventions associated with different domains of language use and using purer forms of the languag …

Elaboration (5) ACLHIC044

learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

Elaboration ACLHIC045

creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English

Elaboration (3) ACLHIC057

reflecting on the usefulness and potential application of particular learning experiences, comparing their language and literacy development in Hindi and English

Elaboration (2) ACLHIC059

presenting a personal perspective on a shared learning experience such as the viewing of a documentary on an environmental or community issue

Elaboration (1) ACLHIC099

creating bilingual captions or hyperlinks for a photographic or digital display to show parents and other student groups key elements of their learning experiences

Elaboration (4) ACLHIC042

creating short plays, performances or stories based on extracts from familiar texts about historical events, such as श्रवणकुमार और राजा हरिश्चन्द्र, सीता हरण, दांडी यात्रा

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (1) ACLHIC083

reflecting on the nature of intercultural learning in school and on intercultural experience in and out of school, discussing how different domains of language use present opportunities for the development of intercultural capabilities

Elaboration (5) ACLHIC119

reflecting on intercultural learning in school and intercultural experience in and out of school, discussing how each context presents different opportunities for developing intercultural capabilities

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

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 (3) ACLHIC021

praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।

Elaboration (5) ACLHIU030

recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds

Elaboration (8) ACLHIU102

learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese

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