ACLHIU032

Notice differences between simple spoken, written and multimodal texts used in different contexts, comparing with similar texts in English[Key concepts: genre, language features; Key processes: identifying, comparing, distinguishing]

Elaborations ScOT Terms

ACLHIU032 | Content Descriptions | Years 3 and 4 | 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 (2) ACLHIC023

presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts

Elaboration (2) | ACLHIC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIC024

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

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

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

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 | ACLHIC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (6) ACLHIC025

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

Elaboration (6) | ACLHIC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC027

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

Elaboration (2) | ACLHIC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIC027

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

Elaboration (3) | ACLHIC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIU032

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

Elaboration | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC027

Create simple bilingual texts, such as signs, notices or captions for displays in the classroom and wider school community[Key concepts: bilingualism, translating, meaning, pronunciation; Key processes: composing, discussing, selecting]

Elaborations ScOT Terms

ACLHIC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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

Elaboration (5) ACLHIC024

discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ

Elaboration (5) | ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC022

Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds[Key concepts: information, natural world, physical world, daily life; Key processes: listening, reading, identifying, …

Elaborations ScOT Terms

ACLHIC022 | Content Descriptions | Years 3 and 4 | 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

ACLHIC025

Create simple imaginative texts, such as dialogues, storyboards, puppet shows or songs that encourage exploration and enjoyment of language[Key concepts: expression, humour, entertainment, enjoyment; Key processes: creating, performing, experimenting; …

Elaborations ScOT Terms

ACLHIC025 | 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 (1) ACLHIU032

recognising differences between the layout and language features of different types of texts and formats, such as चित्र-कथाएँ and लोक-कथाएँ

Elaboration (1) | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIU032

recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and punctuation in a picture book or the use of repetition and rhyme in poems and chants

Elaboration (2) | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIU032

recognising differences in spoken and written forms of everyday texts, such as greetings or wishes, for example, आपको बहुत-बहुत बधाई हो (spoken) and हार्दिक शुभकामनाएँ (written), comparing with similar differences between spoken and written texts in …

Elaboration (3) | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum