Years 9 and 10 Hindi
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 9 and 10 Hindi
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Years 5 and 6 Hindi
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
Context statement Hindi
The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …
Context statement | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU013
understanding the use of commands and post positions as in मुझको दीजिए। राम से लीजिए। वहाँ पर रखो।
Elaboration (10) | ACLHIU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU031
identifying regular forms of gender and number
Elaboration (10) | ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU049
recognising and understanding how Hindi verbs indicate the idea of actions happening or being made to happen बनना, बनाना, बनवाना
Elaboration (10) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU067
using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।
Elaboration (10) | ACLHIU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU103
using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
Elaboration (10) | ACLHIU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU121
using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
Elaboration (10) | ACLHIU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIC001
expressing wishes for different kinds of occasions and events, for example, दिवाली की शुभ कामनाएँ; ईद मुबारक; जन्मदिन की बधाई
Elaboration (5) | ACLHIC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIC002
swapping items or describing and classifying objects and attributes such as shapes, colours and numbers, for example, तुम्हें कौन सा रंग चाहिए? अगर तुम मुझे लाल कंचे दो तो मैं तुम्हें नीले कंचे दे दूँगा।
Elaboration (5) | ACLHIC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU012
recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
Elaboration (5) | ACLHIU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU013
understanding the role of different words for asking questions, such as कहाँ? कौन? कब? क्या?
Elaboration (5) | ACLHIU013 | Content Descriptions | Foundation to Year 2 | 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
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 (5) | ACLHIC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIC029
observing themselves and reporting to each other how they use Hindi and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language
Elaboration (5) | ACLHIC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU030
recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds
Elaboration (5) | ACLHIU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU031
creating simple sentence structures such as मैं पढ़ता हूँ।
Elaboration (5) | ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU033
understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers
Elaboration (5) | ACLHIU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum