Curriculum Types

Curriculum Elements Types

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Your search for "english as a second language" returned 48 result(s)
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Elaboration (1) ACLHIU034

identifying more examples of Hindi words or expressions that are commonly used in English, such as ‘verandah’ from बरामदा, ‘bandana’ from बांधना

Elaboration (1) | ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIU034

finding examples of expressions in Hindi that include words from English or other languages, for example, क्या यह आपका फ़ाइनल उत्तर है?

Elaboration (3) | ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIU033

Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents[Key concepts: standard language, variation, status, relationship; Key processes: noticing, …

personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLHIU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIU036

Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices[Key concepts: non-verbal language, politeness, culture, traditions; Key processes: …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIU034

Understand that the Hindi language is influenced by and in turn influences other languages and cultures[Key concepts: change, influence, contact; Key processes: identifying, investigating]

intercultural-understanding Elaborations ScOT Terms

ACLHIU034 | 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

Elaboration ACLHIC022

listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information

Elaboration | ACLHIC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLHIU033

making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world

Elaboration (4) | ACLHIU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC029

Talk about their individual and group sense of identity and how this is expressed through the different languages they use[Key concepts: language, culture, identity, community; Key processes: reflecting, comparing, analysing, representing]

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIU035

Understand that Hindi is an important regional and international language used by speakers who are often multilingual in different contexts around the world[Key concepts: multilingualism, accent, dialect; Key processes: mapping, grouping, identifying …

intercultural-understanding asia-australia Elaborations ScOT Terms

ACLHIU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIC026

translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain

Elaboration | ACLHIC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC025

Create simple imaginative texts, such as dialogues, storyboards, puppet shows or songs that encourage exploration and enjoyment of language[Key concepts: expression, humour, entertainment, enjoyment; Key processes: creating, performing, experimenting; …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLHIC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIU032

recognising differences in spoken and written forms of everyday texts, such as greetings or wishes, for example, आपको बहुत-बहुत बधाई हो (spoken) and हार्दिक शुभकामनाएँ (written), comparing with similar differences between spoken and written texts in …

Elaboration (3) | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (5) ACLHIU036

recognising words and expressions in Hindi that reflect traditions and distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a religious leader, गुरुजी for a male teacher, बाबाजी for an older male …

Elaboration (5) | ACLHIU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC022

locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in A …

Elaboration (2) | ACLHIC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLHIC026

translating lines from cartoon or comic-strip characters such as पिंकी और बबली, noticing how meanings sometimes get changed or confused when translated into another language

Elaboration (4) | ACLHIC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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) | ACLHIC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLHIU032

recognising differences between the layout and language features of different types of texts and formats, such as चित्र-कथाएँ and लोक-कथाएँ

Elaboration (1) | ACLHIU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC028

recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect …

Elaboration (2) | ACLHIC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIU033

comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम

Elaboration (2) | ACLHIU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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