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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 (3) ACLHIC042

discussing messages, morals and character traits featured in fables, songs and stories, for example, माता-पिता की आज्ञा का पालन करना। सूझबूझ से कठिन से कठिन कार्य भी संभव है।

Elaboration (3) ACLHIC043

adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience

Elaboration (3) ACLHIC044

collecting proverbs used in their families, such as दूर के ढोल सुहावने, considering how to explain their meaning to non-Hindi-speaking friends

Elaboration (3) ACLHIC045

creating bilingual brochures or posters to promote school or community events

identifying adjustments they make when moving between languages, for example, to ways of addressing people or expressing affection or respect, discussing why these adjustments are necessary and whether they are easy to make

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 (3) ACLHIU048

recognising and practising the spelling of words in Devanagari script that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb …

Elaboration (3) ACLHIU049

situating actions or events through the correct use of past, present and future tenses, for example, जाता था, जाता हूँ, जाऊँगा

Elaboration (3) ACLHIU050

considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients …

Elaboration (3) ACLHIU051

noticing patterns in language use that reflect age, gender and social status as well as the context and purpose of interaction

Elaboration (3) ACLHIU052

identifying Hindi words derived from other languages, such as चश्मा, borrowed from Persian, क्षेत्र directly from Sanskrit versus खेत from Hindi via Pali/Prakrit

Elaboration (3) ACLHIU053

reflecting on the impact on their lives and on their sense of identity of speaking more than one language

Elaboration (3) ACLHIU054

identifying Australian values and traditions such as informality, mateship and loyalty that resonate in particular words, expressions or behaviours that may be misunderstood by others, for example, ‘bring a plate’, ‘fair dinkum’, ‘mate’

Elaboration (3) ACLHIC055

participating in informal conversations and more structured discussions to share and compare attitudes to social and cultural issues, for example, स्वस्थ जीवनशैली; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; बहुसांस्कृतिक समाज

Elaboration (3) ACLHIC056

sharing responsibilities for filming, editing and presenting a short documentary on aspects of their shared experiences, for example, हमारा समुदाय; गणतंत्र दिवस; बैसाखी; बॉलीवुड फ़िल्म समारोह

Elaboration (3) ACLHIC057

reflecting on the usefulness and potential application of particular learning experiences, comparing their language and literacy development in Hindi and English

Elaboration (3) ACLHIC058

summarising information from differently-sourced texts that report on contributions of important historical figures and moments, such as the influence of Gandhi to peace movements, the freedom struggle in India and civil rights

Elaboration (3) ACLHIC059

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

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Curriculum Elements Types