Search

Foundation to Year 2 Hindi

The nature of learners Children in this pathway enter the early years of schooling with established oracy skills in Hindi, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Hindi, depending on variables …

Foundation to Year 2 | 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

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

Achievement Standard Hindi Years 9 and 10

By the end of Year 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत …

ACLHIC062

Translate a range of short texts used in different contexts from Hindi into English and vice versa, comparing each other’s versions and how they translated elements that involve cultural knowledge and understanding[Key concepts: meaning, equivalence, …

Elaborations ScOT Terms

ACLHIC073

Use formal and informal registers to discuss and compare young people’s interests, behaviours and values across different cultural contexts[Key concepts: values, responsibility, social worlds, environment; Key processes: discussing, comparing]

Elaborations ScOT Terms

Elaboration (3) ACLHIU071

reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

Elaboration ACLHIC010

noticing differences in ways they communicate with friends and family in Hindi and English, such as using different forms of address in Hindi for relatives on a father’s or mother’s side of the family, for example, बुआ जी for a father’s sister and मौसी …

Elaboration ACLHIU032

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

Elaboration (3) ACLHIU084

recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as sister, ताई, to women’s names by Marathi speakers and देवी to married …

Elaboration (4) ACLHIC022

using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

Elaboration ACLHIC024

reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events

Elaboration (5) ACLHIC040

researching media texts produced for teen markets in Hindi- and English-speaking communities, comparing representations of young people’s values and lifestyles in different contexts

Elaboration ACLHIU086

composing and comparing texts such as emails, songs, slogans or public signs, noticing how the choice of vocabulary, structure and tenor combine to achieve each text’s purpose

Elaboration (1) ACLHIC023

presenting information they have collected about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues

Elaboration (3) ACLHIC028

discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s …

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 (4) ACLHIC064

discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different …

Elaboration ACLHIC077

writing a review or creating a commentary of an event such as an India-Australia cricket match, music festival or street fashion show, incorporating expressions and style that characterise these text genres and reflect the writer’s perspective

Elaboration (3) ACLHIC083

reflecting on their own and each other’s ways of communicating when interacting with people from different cultural backgrounds, for example, when joking or speaking formally, describing adjustments they make in different languages, contexts and rela …

Curriculum Types

Curriculum Elements Types

General Capabilities