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Elaboration (3) ACLHIC059

organising information for a presentation to a young Hindi-speaking audience on distinctive features of Australian landscape, peoples and cultures

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

Years 7 and 8 Hindi

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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

Elaboration (3) ACLHIC074

organising an event such as a campaign or social media forum to raise awareness of community, environmental or ethical issues, for example, महिलाओं की सुरक्षा; स्वच्छ स्थानीय पर्यावरण, पुनर्चक्रण का महत्त्व

Elaboration (1) ACLHIC027

designing a flyer for a class event or performance that uses both Hindi and English, considering how to convey information and ideas in each language

Elaboration (4) ACLHIC037

engaging in conversations and discussions with guest speakers, using active listening behaviours and contributing ideas, questions and opinions

Elaboration (2) ACLHIC082

considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed

Elaboration ACLHIU085

expanding vocabulary related to more complex concepts to compose richer descriptions and expression of ideas

Elaboration (1) ACLHIU089

discussing whether ideas and values are expressed differently in different languages, for example, in relation to family relationships or peer group interests

Elaboration (3) ACLHIU089

discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments

Elaboration ACLHIC024

reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events

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 ACLHIU054

understanding that people ‘read’ intercultural communication in different ways depending on their own cultural perspectives, and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas

ACLHIU072

Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives[Key concepts: culture, language change, representation, values; Key processes: reflecting, analysing, comparing]

Elaborations ScOT Terms

ACLHIU085

Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning[Key concepts: cohesion, voice, compound words; Key processes: identifying, applying understanding]