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ACLHIC078

Explore how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence[Key concepts: humour, effect, mood, composition; Key processes: analysing, comparing, identifying; Key text types: film, …

Elaborations ScOT Terms

ACLHIU086

Analyse and compose different types of texts for specific purposes and audiences that involve different cultural, textual and contextual features[Key concepts: genre, language features, context; Key processes: comparing, composing, identifying]

Elaborations ScOT Terms

Elaboration (4) ACLHIC011

considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

Elaboration (3) ACLHIC023

working together to design posters or web pages to promote a cultural event or regional profile

Elaboration (5) ACLHIC025

acting out elements of events such as the Rakhi festival, using traditional expressions and culturally appropriate behaviours, such as भाई की कलाई पर राखी बांधना

Elaboration ACLHIU036

understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting …

Elaboration (1) ACLHIU036

identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो

Elaboration (3) ACLHIU036

identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए to guests when they visit

Elaboration (2) ACLHIC040

interviewing older members of their families or communities about different cultural traditions, comparing what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते थे? आपके और हमारे स्कूल में क्या अंतर …

Elaboration (3) ACLHIC040

comparing information accessed via videos, books and websites produced in different cultural contexts on topics such as family life, housing or schooling

Elaboration (3) ACLHIC041

creating informative videos for audiences such as sister-schools or overseas visitors that present elements of Australian cultural traditions in and out of school

Elaboration (4) ACLHIC041

creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds

Elaboration (5) ACLHIC041

creating a multimodal profile of an important Hindi community or family occasion such as रक्षाबन्धन, selecting language that reflects cultural traditions and values

Elaboration ACLHIC046

reflecting on the experience of moving between Hindi- and English-speaking contexts, comparing instances that have resulted in difficulties, surprises or amusement due to differences in cultural expectations

Elaboration ACLHIC047

reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon different language and cultural resources to make meaning

Elaboration (3) ACLHIC047

evaluating their ability to communicate across and through different languages and to use their language and cultural skills in Hindi and English to best effect

Elaboration (2) ACLHIU050

understanding the significance and cultural importance of features of different types of texts, such as language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर, महोदय (formal), प्रिय मित्र (informal)

Elaboration ACLHIU052

understanding key influences and stages of development of Hindi over time and through different cultural influences

Elaboration (1) ACLHIU052

exploring the relationship between Hindi and English across different historical and cultural contexts up to today

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

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Cross Curriculum Priorities