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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students' familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and the 33 consonant sounds. They become familiar with the syllabic structure of the script and the use...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with teacher and peers to exchange greetings, talk about themselves and their families, to express thanks, wishes, feelings and preferences (VCHIC001)
  2. Participate in guided activities, such as songs, games, simple tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning (VCHIC002)
  3. Recognise and respond to classroom routines and interactions, such as opening and closing of lessons, transition activities, following instructions and taking turns (VCHIC003)
Informing
  1. Locate specific phrases and points of information in simple texts such as charts, lists, stories and songs, and use the information to complete guided oral and written tasks (VCHIC004)
  2. Use simple statements, gestures and support materials to convey factual information about self, family, friends and the immediate environment (VCHIC005)
Creating
  1. Participate in imaginative texts such as stories, rhymes, puppet shows, lullabies or action songs, and respond through singing, dancing, drawing, movement and action (VCHIC006)
  2. Play with sound patterns, rhythm and rhyme to interpret and adapt Hindi stories, poems and songs that involve familiar language and non-verbal forms of expression (VCHIC007)
Translating
  1. Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages (VCHIC008)
  2. Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels (VCHIC009)
Reflecting
  1. Notice and describe ways in which they use Hindi and English and how these involve different words and behaviours according to the context (VCHIC010)
  2. Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school (VCHIC011)

Understanding

Systems of language
  1. Recognise the relationship between the sounds and patterns of pronunciation and elements of the Devanagari script, including the representation of long and short vowels, consonants and conjuncts (VCHIU012)
  2. Understand elements of Hindi grammar, such as the subject-object-verb sentence structure, question, answer and statement forms, agreement for gender and number, the use of pronouns and postpositions and of verbs in relation to actions and commands (VCHIU013)
  3. Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes (VCHIU014)
Language variation and change
  1. Recognise that different words, expressions and gestures are used by Hindi speakers to interact with different people in different situations (VCHIU015)
  2. Recognise that all languages change over time and borrow words and expressions from each other (VCHIU016)
  3. Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi (VCHIU017)
Role of language and culture
  1. Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them (VCHIU018)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे हैं। ये मेरी माता जी हैं। ये बहुत सुन्दर हैं। ये मेरे बड़े भाई हैं। यह मेरी छोटी बहन है। इसका नाम सुधा है। यह पाँच साल की है. They express thanks, likes and dislikes, feelings and wishes, for example, मुझे आइस क्रीम अच्छी लगती है। आप को क्या अच्छा लगता है? मैं आप से नाराज़ हूँ। मुझे खेलना पसंद है। मुझे किताबें पढ़ना पसंद नहीं है। मैं उदास हूँ । मैं बहुत ख़ुश हूँ. They use repetitive language when participating in guided activities and responding to classroom routines, for example, नमस्ते, बच्चो बैठ जाओ, किताब खोलो। जी अच्छा, ठीक है। अपनी किताबें निकालो। पाठ ख़त्म हुआ। अब तुम सब जा सकते हो। कल मिलेंगें। नमस्ते। धन्यवाद. When speaking, they use the sounds and patterns of the Hindi language, for example, त ,थ ,ग ,घ ,ट,ठ ,द ,ध. They identify words and phrases in simple texts and locate and share specific points of information about their immediate environment using illustrations and gestures...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related to compulsion, conditional sentences and compound verbs to indicate capabilities or completion of...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Engage in simple interactions such as asking and answering questions or issuing and responding to invitations, and exchange information about their interests, activities and personal worlds (VCHIC019)
  2. Participate in shared learning activities and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items (VCHIC020)
  3. Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding (VCHIC021)
Informing
  1. Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds (VCHIC022)
  2. Present simple information about home, school and community, using visual support such as photos, maps or charts (VCHIC023)
Creating
  1. Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions (VCHIC024)
  2. Create simple imaginative texts, such as dialogues, storyboards, puppet shows or songs that encourage exploration and enjoyment of language (VCHIC025)
Translating
  1. Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate (VCHIC026)
  2. Create simple bilingual texts, such as signs, notices or captions for displays in the classroom and wider school community (VCHIC027)
Reflecting
  1. Recognise that ways of communicating in different languages reflect ways of behaving and thinking (VCHIC028)
  2. Talk about their individual and group sense of identity and how this is expressed through the different languages they use (VCHIC029)

Understanding

Systems of language
  1. Build phonic awareness and pronunciation skills through singing, reciting and experimenting with sounds; develop familiarity with the use of the under-dotted characters representing loan sounds in Hindi and conventions governing punctuation marks in written script (VCHIU030)
  2. Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion (VCHIU031)
  3. Notice differences between simple spoken, written and multimodal texts used in different contexts, comparing with similar texts in English (VCHIU032)
Language variation and change
  1. 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 (VCHIU033)
  2. Understand that the Hindi language is influenced by and in turn influences other languages and cultures (VCHIU034)
  3. Understand that Hindi is an important regional and international language used by speakers who are often multilingual in different contexts around the world (VCHIU035)
Role of language and culture
  1. Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices (VCHIU036)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखता हूँ, नहा कर मैं पूजा करता हूँ,हर रविवार मैं मंदिर जाता हूँ ,हम सब मिल कर काम करते हैं। मेरे परिवार में पाँच लोग रहते हैं। मैं रोज़ अपने भाई के साथ खेलता हूँ। आपकी सहायता के लिये धन्यवाद ।They use formulaic expressions to participate in simple transactional exchanges and shared activities, for example, मेरे साथ आओ, हम मिल कर काम करेंग।मैं लिखता हूँ, यह यहाँ रखो, थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ ,तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो? They use simple questions and statements to follow instructions, respond to questions, ask for help and permission and seek clarification in everyday classroom routines, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? यहाँ आओ, फिर से कहो। धन्यवाद, सब आराम से बैठो।स्कूल कब शुरू हो रहे हैं? स्कूल का खेल-दिवस कब है? When speaking and reading aloud, they use features of Hindi pronunciation and intonation...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to happen, बनना, बनाना, बनवाना. They use nouns and pronouns in singular and plural forms, मैं, हम, यह,...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact using descriptive and expressive language to give opinions, talk about themselves and their feelings and show interest in and respect for others (VCHIC037)
  2. Use action-oriented language to plan and conduct shared events and activities, such as performances at school assembly, activities with a buddy class or real or simulated shopping transactions (VCHIC038)
  3. Participate in familiar classroom interactions by asking and responding to questions, seeking clarification, reflecting on learning experiences and expressing preferences (VCHIC039)
Informing
  1. Collect, classify and compare information from a range of sources relating to social and cultural worlds (VCHIC040)
  2. Convey information about aspects of language and culture in formats to suit different audiences and contexts (VCHIC041)
Creating
  1. Respond to texts such as folktales or contemporary cartoons or comic books, comparing responses to elements such as storylines, characters and themes (VCHIC042)
  2. Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based on a stimulus concept, theme or resource (VCHIC043)
Translating
  1. Translate simple school, community or media texts from Hindi to English and vice versa, explaining words or phrases that need to be interpreted or explained (VCHIC044)
  2. Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning (VCHIC045)
Reflecting
  1. Discuss the effects of switching between languages, noticing when they choose to use either Hindi or English and how each language and associated cultures influences their ways of communicating (VCHIC046)
  2. Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language (VCHIC047)

Understanding

Systems of language
  1. Understand how the conventions of written script determine the structure and organisation of written language, and understand the relationship between word formation and pronunciation (VCHIU048)
  2. Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and number and gender distinctions (VCHIU049)
  3. Understand how different text forms, such as prose and verse, create effects to suit different audiences (VCHIU050)
Language variation and change
  1. Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants (VCHIU051)
  2. Recognise that Hindi has evolved and developed through different periods of influence by other languages and cultures (VCHIU052)
  3. Reflect on their own use of Hindi, English and other languages or dialects for different social purposes, and recognise that they sometimes mix and switch between languages (VCHIU053)
Role of language and culture
  1. Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages (VCHIU054)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्यार करती है, मैं उनकी आँखों का तारा हूँ। मेरे परिवार में हम सब साथ साथ रहतेहैं।, मुझेलगता है आप ठीक कह रहे हैं। Students show interest in and respect for others, for example, मुझे माफ़ कीजिये, यह बहुत अच्छा है। बहुत खूब, मजा आ गया, यह बहुत अच्छा है। रमा मुझे माफ़ करना लेकिन मुझे लगता है कि...। सच पूछो तो मेरे विचार से…। मैं इस बात से सहमत हूँ कि….। They use action-oriented language to plan and conduct shared activities, for example, हम यह कहना चाहते हैं कि...। मैं आज आप को कुछ जानकारी देने जा रहा हूँ। हमारे समूह का विचार है कि..., हम आप के सामने आप एक नाटक पेश करने जा रहे हैं, आज हम आप के सामने प्रस्तुत करने जा रहे हैं... and complete transactions, for example, इसका क्या दाम है? , मुझे एक किलो दाल दीजिये। यह पोशाक कितने की है ये आम कितने के हैं? आपकी दुकान में सब से अच्छी फोटो कौन सी है , मुझे ठंडा शरबत चाहिये। क्या आप के यहाँ शाकाहारी भोजन मिलता हैं? आप के भोजनालय में सबसे स्वादिष्ट व्यंजन...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students expand their range of vocabulary beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using postpositions such as मैं अभी लिखूँगा ताकि समय...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain a range of spoken, written and online interactions, for example, exchanging views or experiences, offering opinions and making connections across different areas of interest (VCHIC055)
  2. Engage in collaborative activities that involve planning, problem-solving, communicating and transacting in real or simulated situations and contexts (VCHIC056)
  3. Interact with peers and the teacher to complete learning activities and to support their own and others’ learning by managing debate and discussion and checking understanding (VCHIC057)
Informing
  1. Access, collate and analyse information from different print and digital sources to present an overview or develop a position on selected issues or interests (VCHIC058)
  2. Use different modes of communication to report on personal or shared perspectives, views and experiences or to invite action or debate (VCHIC059)
Creating
  1. Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts (VCHIC060)
  2. Create and perform a range of texts to entertain others that involve imagined characters and contexts and different modes of presentation (VCHIC061)
Translating
  1. 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 (VCHIC062)
  2. Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’ (VCHIC063)
Reflecting
  1. Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages (VCHIC064)
  2. Discuss the nature of identity and of cultural experience, considering the dynamic and responsive relationship between the two (VCHIC065)

Understanding

Systems of language
  1. Identify correspondence between individual and combined elements of spoken and written Hindi, such as pronunciation of consonant clusters or the pronunciation and spelling of English words used in Hindi (VCHIU066)
  2. Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage (VCHIU067)
  3. Apply understanding of text structure and organisation to interpret unfamiliar texts and to create own texts for specific purposes (VCHIU068)
Language variation and change
  1. Explore how language use varies according to context, purpose, audience and mode of delivery (VCHIU069)
  2. Reflect on changes in their own use of Hindi over time in social, community and school contexts, explaining reasons for changes or adaptations (VCHIU070)
  3. Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives (VCHIU071)
Role of language and culture
  1. Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives (VCHIU072)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन मुझे लगता है कि ..., सच पूछो तो मेरे विचार से; मैं इस बात से सहमत हूँ कि ... They exchange views or experiences and offer opinions using language to encourage feedback and to express empathy or indicate agreement, for example, सुन कर बहुत ख़ुशी हुई, बधाई हो!, मुबारक हो। जन्मदिन की हार्दिक शुभकामनायें। बड़े दुःख की बात है; मुझे आप से सहानुभूति हैl आप बिलकुल सही कह रहे हैं। मैं आप से सौ प्रतिशत सहमत हूँ. Students complete transactions by negotiating, planning and solving problems, for example, यह लहंगा कितने का है? यह और कौन कौन से रंगों में उपलब्ध है? खाने में मिर्ची थोड़ी ज़्यादा डालना। चाय गरमा गरम होनी चाहिए। हम यह सामान वापिस नहीं ले सकते क्योंकि आपने रसीद खो दी है. They use reflective and evaluative language to support their own and others’ learning and to manage discussion and debate, for example, ध्यान देने की बात है क...., यह एक और दिलचस्प पहलू है…; जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृषटिकोण से देखा जाए तो यह कहना ग़लत नहीं...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।. They make passive and active voice...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Use formal and informal registers to discuss and compare young people’s interests, behaviours and values across different cultural contexts (VCHIC073)
  2. Participate in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours (VCHIC074)
  3. Use communicative strategies such as asking open questions and providing elaborated responses to extend discussion, justify views and to reflect on the experience of learning and using Hindi in and out of school (VCHIC075)
Informing
  1. Research, interpret and evaluate information presented from different perspectives in relation to youth-related interests, identifying how culture and context affect how information is presented (VCHIC076)
  2. Present information related to social and cultural issues of interest to their peer group using different modes and formats to take positions and to capture different perspectives (VCHIC077)
Creating
  1. Explore how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence (VCHIC078)
  2. Create imaginative or expressive texts that draw from and reflect elements of their own tastes and experience (VCHIC079)
Translating
  1. Compare translations and interpretations of literary, community and social media texts, including those that mix Hindi and English words, expressions and sentence structures (VCHIC080)
  2. Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience (VCHIC081)
Reflecting
  1. Reflect on the nature of bilingual/multilingual communication and experience (VCHIC082)
  2. Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of communicating and thinking (VCHIC083)

Understanding

Systems of language
  1. Recognise regular and variable elements of spoken Hindi, such as social and regional variations in the pronunciation of diphthongs, or inconsistencies between Hindi pronunciation and spelling and variations from Sanskrit and Perso-Arabic conventions (VCHIU084)
  2. Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning (VCHIU085)
  3. Analyse and compose different types of texts for specific purposes and audiences that involve different cultural, textual and contextual features (VCHIU086)
Language variation and change
  1. Analyse variations in Hindi language use that relate to social roles, values and contexts and to the nature of the interaction (VCHIU087)
  2. Categorise observed changes to Hindi in domains of use such as education, media, popular culture and intercultural communication (VCHIU088)
  3. Explore how using different languages to make meaning affects how they and their peers think, behave and communicate (VCHIU089)
Role of language and culture
  1. Understand that Hindi language and associated cultures are inter-related, that they shape and are shaped by each other and that their relationship changes over time and across contexts (VCHIU090)

Levels 9 and 10 Achievement Standard

By the end of Level 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 करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त और एकल परिवार में से कौन सी पारिवारिक सरंचना आज के युग में ज़्यादा उपयुक्त है? आप के विचार में आज की युवा पीढ़ी पर किस का प्रभाव पड़ रहा है? तुम अपने दोस्तों के बारे में कुछ बताओ. They participate in activities that involve interactions, transactions, negotiations and managing different opinions and social/cultural behaviours, for example, यह ठीक है, हम सब मिल कर करेंगे, हमें इस में कुछ चित्र भी सम्मिलित करने चाहिये?, क्यों न हम सब ..., यही उचित रहेगा। आपको इसमें से एक चुनना है. When interacting, they use culturally appropriate expressions and protocols, for example, धन्यवाद, आप का बहुत बधाई हो ।अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में सम्मिलित होने का अवसर दिया, किन्तु मैं किसी कारणवश नहीं आ पाऊँगा।. They extend discussions and justify their views by asking open-ended...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students learn how spoken language is represented in the Devanagari script by the use of 13 characters classified...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange greetings, wishes, information and opinions, to talk about their personal worlds and to express feelings (VCHIC091)
  2. Participate in shared activities such as performances, celebrations, presentations or website design that involve planning, collaborating, making arrangements, transacting and negotiating (VCHIC092)
  3. Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following directions, giving praise or encouragement and reflecting on learning experiences (VCHIC093)
Informing
  1. Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways (VCHIC094)
  2. Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience (VCHIC095)
Creating
  1. Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects (VCHIC096)
  2. Create original texts that involve imagination and expression, experimenting with a range of modes and performance genres (VCHIC097)
Translating
  1. Translate and interpret short texts such as public signs, proverbs or menus from Hindi to English and vice versa, noticing which words or phrases translate easily and which do not (VCHIC098)
  2. Create shared bilingual texts and learning resources such as word banks, databases, promotional materials or hyperlinks for digital presentations for the classroom and wider school or local community (VCHIC099)
Reflecting
  1. Consider similarities and differences in their ways of communicating in Hindi or English, or when switching between the two, noticing when they choose to use either or both languages (VCHIC100)
  2. Discuss the nature of identity and of cultural experience, considering the relationship between the two (VCHIC101)

Understanding

Systems of language
  1. Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras (VCHIU102)
  2. Develop knowledge of key elements of the Hindi grammatical and vocabulary systems, such as sentence structures, use of pronouns, postpositions and gender and number agreements (VCHIU103)
  3. Identify textual and grammatical features that characterise different types of literary, instructional, persuasive or imaginative texts in Hindi, comparing them with similar texts in English and other languages (VCHIU104)
Language variation and change
  1. Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations (VCHIU105)
  2. Recognise that the Hindi language has evolved and developed through different periods of time and as a result of different influences and interactions, that it is related to many other languages used in India and in the Australian community, and that it has influenced/influences other languages (VCHIU106)
  3. Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi, and reflect on the diversity of language practices that characterise members of this multicultural community (VCHIU107)
Role of language and culture
  1. Understand the relationship between language and culture, reflecting on how languages reflect values, belief systems and perspectives that may be differently interpreted by speakers of other languages (VCHIU108)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange greetings and wishes, for example, दीपावली की हार्दिक शुभकामनाएँ, ईद मुबारक , परीक्षा में सफल होने के लिए बधाई and use descriptive and expressive language to share feelings, for example,उँगली पर नचाना, नाक में दम करना,मेरी चाचीजी मुझसे बहुत प्यार करती हैं ,मैं उनकी आँखों का तारा हूँ । हरे भरे खेत हवा के झोंकों के संग लहलहा रहे थे। पेड़ों के पत्तो में से सूरज की किरणें छन छन कर आ रही थीं। अपने घर में कुत्ता भी शेर होता है. Students use action-related and rehearsed language to engage in shared activities that involve planning, collaborating, making arrangements, transacting and negotiating, for example, इसके लिए संगीत की व्यवस्था कौन करेगा? किन चित्रों का उपयोग होगा इसका निर्णय हम कैसे करेंगे? यदि तुम तबला बजाओगे तो मैं गाऊँगी. They interact in classroom routines and exchanges by following instructions, asking and responding to questions, for example, आज २० जून है, आज सोमवार है, आज बहुत...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students consolidate their understanding of the conventions of written script, applying these to their own language production in increasingly complex ways. They recognise the role of prefixes and suffixes and how these change the meaning of words, जीव, सजीव, जीवंत, and they understand the impact on written script and vocabulary of tatsam words and tadbhav words. They increasingly control both...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Interact with peers and others in familiar and unfamiliar contexts to compare experiences and to express views on local and global issues, such as relationships, education and popular culture (VCHIC109)
  2. Participate in individual and shared projects and activities that involve brainstorming, transacting, negotiating and problem-solving (VCHIC110)
  3. Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways (VCHIC111)
Informing
  1. Organise information from different sources and in different modes of presentation for re-presentation in formats suitable for specific audiences and purposes (VCHIC112)
  2. Convey information on selected people, issues, places or interests, using appropriate modes of presentation to represent different perspectives and contexts (VCHIC113)
Creating
  1. Respond to a range of traditional and contemporary creative and literary texts, describing settings, identifying key themes, values and concepts, discussing representation of characters and events and the stylistic effects of different genres (VCHIC114)
  2. Create individual and collaborative imaginative texts in a range of modes and formats to entertain, convey ideas, express emotions and explore the creativity of language (VCHIC115)
Translating
  1. Translate and interpret familiar social and community texts such as emails/text messages, informal conversations with friends, proverbs or quotations, considering the nature of translation and the role of culture when transferring meaning from one language to another (VCHIC116)
  2. Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’ (VCHIC117)
Reflecting
  1. Reflect on their own language choices and communicative behaviour when using Hindi or English, including adjustments they make between languages and strategies they adopt to support intercultural communication (VCHIC118)
  2. Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking (VCHIC119)

Understanding

Systems of language
  1. Recognise regularities and irregularities of spoken Hindi and conventions of the written script, and apply these to their own language production in increasingly complex ways (VCHIU120)
  2. Extend knowledge of and use more complex features and patterns of the Hindi grammatical system, such as the use of passive voice, compound words and phrases and variations in register (VCHIU121)
  3. Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements (VCHIU122)
Language variation and change
  1. Identify variations in the use of Hindi that relate to social roles, contexts and modes of expression, considering similar variations in language use in English or other known languages (VCHIU123)
  2. Understand that languages and associated cultures shape and are shaped by each other and change over time and contexts in ways that are creative, dynamic and responsive to both internal and external influences (VCHIU124)
  3. Identify key features of multilingual experience, referencing their own individual and community language practices (VCHIU125)
Role of language and culture
  1. Understand that the Hindi language and associated cultures, like all languages and cultures, shape and are shaped by each other in ways that change over time and contexts, and that cultural experience, values and identities are reflected in language (VCHIU126)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Hindi in familiar and unfamiliar contexts to discuss and compare experiences and to express views on local and global issues, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों का इतिहास, ऑस्ट्रेलिया के दर्शनीय स्थल. They use action-related and spontaneous language to engage in shared activities that involve brainstorming, transacting, negotiation and problem-solving, for example, म्रत्यु-दण्ड या इच्छा-म्रत्यु के बारे में विचार विनिमय, बाज़ार में खरीददारी, शरणार्थियों की समस्या पर परिचर्चा. They interact in classroom exchanges by asking and responding respectfully to questions. When participating in discussions and shared learning activities, students use elaborated sentences and interactional cues to support debate, provide clarification and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी रा...

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