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Elaboration (3) ACLHIC119

describing ways they adjust their interactions in different languages, situations and contexts, for example, by comparing typical exchanges with Hindi- or English-speaking friends in different situations

Elaboration (4) ACLHIC119

exploring how ways of thinking, communicating and behaving both influence and reflect cultural identity, for example, by identifying ways of expressing ideas that they see as being more Australian or Índian

Elaboration (5) ACLHIC119

reflecting on intercultural learning in school and intercultural experience in and out of school, discussing how each context presents different opportunities for developing intercultural capabilities

Elaboration ACLHIU120

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

Elaboration (1) ACLHIU120

explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation

Elaboration (2) ACLHIU120

applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words

Elaboration (3) ACLHIU120

recognising how words can be formed from base words and understanding how prefixes and suffixes change the meaning of words, for example, जीव, सजीव, जीवंत and the impact this has on pronunciation

Elaboration (4) ACLHIU120

recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of elements of direct forms of Sanskrit words (तत्सम words) and of derived forms (तद्भव words), understanding that both forms can be used in different contexts, …

Elaboration (5) ACLHIU120

increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hin …

Elaboration (6) ACLHIU120

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 ताई to women’s names by Marathi speakers and देवी to married women’s …

Elaboration (7) ACLHIU120

recognising and responding to challenges associated with clarity and pace in audio texts, such as station or airport announcements or recorded phone messages

Elaboration ACLHIU121

indicating situations and events by using past, present and future tense forms, for example, जाता था, जाता हूँ, जाऊँगा

Elaboration (1) ACLHIU121

creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।

Elaboration (2) ACLHIU121

creating compound and complex sentences such as मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।

Elaboration (3) ACLHIU121

expanding vocabulary related to personal, social, environmental and global worlds

Elaboration (4) ACLHIU121

recognising and using idiomatic expressions such as आँख का तारा and दाल में कुछ काला

Elaboration (5) ACLHIU121

using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (7) ACLHIU121

understanding and extending knowledge of basic joining (सन्धि) rules, such as इ+आ = ए

Elaboration (8) ACLHIU121

extending knowledge of the use of the active and passive voice according to context, for example, राम उर्दू लिख रहा है। उर्दू लिखी जा रही है।

Curriculum Types

Curriculum Elements Types