Foundation to Year 2 Hindi

The nature of learners Children in this pathway enter the early years of schooling with established oracy skills in Hindi, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Hindi, depending on variables …

Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Years 3 and 4 Hindi

The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC006

Participate in imaginative texts such as stories, rhymes, puppet shows, lullabies or action songs, and respond through singing, dancing, drawing, movement and action[Key concepts: rhythm, expression, character, response; Key processes: singing, responding, …

Elaborations ScOT Terms

ACLHIC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC024

Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, character, plot; Key processes: responding, identifying, creating, …

Elaborations ScOT Terms

ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC026

Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate[Key concepts: meaning, translation, interpretation, culture; Key processes: translating, noticing, …

Elaborations ScOT Terms

ACLHIC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC002

participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे

Elaboration | ACLHIC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC004

listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding

Elaboration | ACLHIC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC006

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 | ACLHIC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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 (2) | ACLHIC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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 (3) | ACLHIC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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 | ACLHIC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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 (1) | ACLHIC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIC007

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

Elaboration (3) | ACLHIC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC009

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

Elaboration | ACLHIC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLHIU014

recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list

Elaboration (1) | ACLHIU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIU014

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) | ACLHIU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC025

creating variations on Hindi poems or songs that include repetitive phrases, established rhythms, rhymes and actions

Elaboration | ACLHIC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC026

translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain

Elaboration | ACLHIC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIU069

comparing language and textual features used when communicating with different age groups, for example, amusing rhymes and terms of affection for small children, devotional texts for religious expression

Elaboration (2) | ACLHIU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum