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Elaboration (1) ACLHIC001

using appropriate greetings in different contexts, for example, अध्यापिका जी! आप कैसी हैं? नमस्ते विनोद, तुम कैसे हो?

participating in traditional and contemporary games such as खो-खो, पिट्ठू, गिल्ली-डंडा, कबड्डी that involve repetitive phrases and behaviours, for example, भागो; जल्दी करो; गेंद पकड़ो; बहुत अच्छे; शाबाश!

Elaboration (1) ACLHIC003

participating in daily classroom interactions such as roll call, naming the months and days of the week and describing the weather, for example, परसों २० जून है; कल सोमवार है; आज बहुत सर्दी है।

Elaboration (1) ACLHIC004

recognising simple written words in familiar contexts, such as labels, captions and story titles

Elaboration (1) ACLHIC005

contributing to a class photo story by creating and reading captions to their own photos, for example, मैं ख़ुश/उदास हूँ।, or by presenting points of personal information, मुझे चॉक्लेट पसंद है। मेरे पास एक काली बिल्ली है। मैं एक अच्छी क्रिकेट खिलाड़ी …

Elaboration (1) ACLHIC006

listening to and viewing Hindi versions of familiar English-language stories, such as खट्टे अंगूर, लालची बिल्लियाँ, गांधी जी के तीन बन्दर, comparing words and expressions in each language at key points of the story

Elaboration (1) ACLHIC007

creating own poems, puppet shows or rhymes by adapting favourite stories to perform at a school or community event, for example, ‘चुन्नू - मुन्नू थे दो भाई; लोक-कथाएँ

Elaboration (1) ACLHIC008

translating and explaining the meaning of Hindi words and expressions often used by children of their age, for example, अच्छा!, comparing with expressions they use in similar situations in English

Elaboration (1) ACLHIC009

creating a bilingual picture dictionary for classroom use, labelling items in both languages

Elaboration (1) ACLHIC010

noticing which language they choose to use in which contexts, and when they mix or switch between Hindi, English or other languages, for example, when playing with friends, interacting with grandparents or reciting prayers

Elaboration (1) ACLHIC011

representing their membership of family, peer or community groups through pictures or captions to photos

Elaboration (1) ACLHIU012

building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।

Elaboration (1) ACLHIU013

understanding and responding to imperative verb forms, such as बैठ जाओ, यहाँ आओ, मेरी बात सुनो।

Elaboration (1) ACLHIU014

recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list

Elaboration (1) ACLHIU015

recognising that children in their class may use different words and expressions that come from different dialects and languages

Elaboration (1) ACLHIU016

identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर

Elaboration (1) ACLHIU017

exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages

Elaboration (1) ACLHIU018

exploring the meaning of ‘culture’, how it involves visible elements, such as dressing, eating and dancing, and invisible elements, such as attitudes and values, for example, the use of the expression फिर मिलेंगे when leaving, to avoid the finality associated …

Elaboration (1) ACLHIC019

exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं …

Elaboration (1) ACLHIC020

making shared decisions about content, vocabulary and design when working together to create digital displays or posters for special events, such as स्वतंत्रता दिवस; पर्यावरण दिवस; वार्षिक खेल दिवस; स्वच्छता अभियान

Curriculum Types

Curriculum Elements Types