Search

Elaboration (5) ACLHIC091

participating in informal conversations with each other, encouraging equal participation, for example, तुम ने कुछ नहीं कहा, क्या तुम इस से सहमत हो? and keeping conversation moving by asking for clarification or elaboration, आप ऐसा क्यों कह रहे हैं?

Elaboration (5) ACLHIC092

planning a party menu or picnic, for example, by deciding on elements of a थाली comprised of a selection of their favourite dishes, such as दाल, रोटी, सब्जी, and discussing individual and shared preferences or dislikes, for example, माँसाहारी,शाकाहार …

Elaboration (5) ACLHIC094

presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

Elaboration (5) ACLHIC095

creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

Elaboration (5) ACLHIC096

discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with

Elaboration (5) ACLHIC097

preparing and presenting a contribution to their school Speech Day, for example, an opening address that uses formal expressions such as माननीय प्रधानाचार्य जी...

Elaboration (5) ACLHIC098

considering the significance of naming practices in Hindi, for example, by translating popular names such as पवन, माला, दीपक, आशा, comparing with naming practices in Australian English

Elaboration (5) ACLHIC099

creating a short documentary about a local community event or locale that uses both Hindi and English, for example, with narration in one language and subtitles in the other

Elaboration (5) ACLHIC100

reflecting on the nature of culture and its relationship with language with reference to Hindi, English and other languages they know, for example, by identifying words, phrases or behaviours that carry cultural information or reflect cultural values

Elaboration (5) ACLHIC101

discussing whether being bilingual and bicultural affects their sense of identity in ways that involve culture as well as language

Elaboration (5) ACLHIU102

understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

Elaboration (5) ACLHIU103

using simple verb tenses such as गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा

Elaboration (5) ACLHIU104

recognising the role played by different textual elements, for example, the layout, title, illustration and use of punctuation in a picture book or the use of repetition and rhyme in poems and chants

Elaboration (5) ACLHIU106

finding examples of Hindi words that retain their identity as non-English words but are increasingly incorporated into English and understood by bilingual speakers, for example, the familiar, affectionate use of यार and देसी

Elaboration (5) ACLHIU107

explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions that they use when communicating in English

Elaboration (5) ACLHIU108

reflecting on how cultures influence ways of thinking about or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed …

Elaboration (5) ACLHIC109

participating in informal conversations and more structured debates to share and compare attitudes to social and cultural issues, for example, युवाओं का स्वास्थ्य; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; विवाह या प्रेम विवाह

Elaboration (5) ACLHIC110

negotiating roles and responsibilities for the planning, filming and editing of a short documentary on aspects of their shared school experience, for example, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों …

Elaboration (5) ACLHIC112

researching aspects of a selected activity or business operating in their community, for example, restaurants, boutiques, youth centres, presenting their findings in the form of digital displays or posters for a community information evening

Elaboration (5) ACLHIC113

creating a portfolio representation of a particular group or community, for example, a collection of mini-biographies of class members, family or friendship groups, including details such as personal achievements and music/food/sports preferences

Curriculum Types

Curriculum Elements Types