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• VCHIC011

  Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school

  Elaborations

  • sharing information about their family background, such as country or region of origin, languages and dialects spoken in the home and where extended family members live
  • representing their membership of family, peer or community groups through pictures or captions to photos
  • discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do
  • describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language
  • considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

  VCHIC011 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIC007

  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

  Elaborations

  • performing songs, rhymes, and action stories, for example, आलू-कचालू, पानी बरसा छम छम छम, हाथी राजा कहाँ चले, using non-verbal expression such as clapping, head gestures and facial expressions to convey meaning and express emotion
  • 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
  • creating and presenting own Big Books, story boards or digital texts based on selected characters or elements of favourite texts
  • re-creating stories, rhymes and poems through mime, dance or captioned drawings
  • experimenting with devices such as alliteration, word play or repetition to add to the enjoyment of songs, stories and poems

  VCHIC007 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHIC010

  Notice and describe ways in which they use Hindi and English and how these involve different words and behaviours according to the context

  Elaborations

  • 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 जी for a mother’s sister; and using first names in English when addressing parents of their friends
  • 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
  • noticing aspects of Hindi that relate to culture, such as using terms like दीदी when speaking to a woman who is older but not yet old enough to be addressed as माताजी
  • describing how it feels to use Hindi in the classroom compared to using it at home or in their community
  • developing language for talking about language and culture, for example, using terms such as ‘difference’, ‘behaviour’ and ‘culture’, and considering questions such as लोग ऐसा क्यों/किसलिए करते हैं?

  VCHIC010 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIU018

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • noticing how gestures and body language differ between cultures, such as the way Hindi speakers move their heads when saying अच्छा; fold their hands and bow when saying नमस्ते to an older person; touch the feet of elders and say प्रणाम; hold the ear lobe when apologising
  • 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 with ‘goodbye’
  • noticing similarities and differences in how they communicate in Hindi in the classroom and in their homes, for example, बेटा, बेटी; being called मुन्ना, मुन्नी
  • learning to talk about language and culture and how they are connected by responding to prompt questions such as आप क्या सोचते हैं …’ आपको क्यों लगता है कि लोग …?

  VCHIU018 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCHIU012

  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

  Elaborations

  • recognising and reproducing the sounds and letters of spoken and written Hindi
  • 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।
  • learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
  • understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
  • recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
  • practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
  • identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

  VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU017

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi

  Elaborations

  • understanding that there are many different languages in the world and in the Australian community and that many people speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages
  • identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language
  • identifying different languages that they come into contact with in their extended family and communities

  VCHIU017 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU015

  Recognise that different words, expressions and gestures are used by Hindi speakers to interact with different people in different situations

  Elaborations

  • recognising that language they use at home or when playing with friends is sometimes different to language they use in school, for example, addressing each other as तू/ तुम rather than the more respectful form of आप, or using the informal pronunciation of ये/वो rather than the formal pronunciation यह/वह
  • recognising that children in their class may use different words and expressions that come from different dialects and languages
  • understanding that different forms of address are used to greet different people, for example, addressing elders as आप, equal or younger people as तुम and being addressed by older relatives as जीते रहो
  • understanding that different greetings are used with people from different community and religious groups, for example, नमस्ते/नमस्कार to a Hindu, अस्सलाम अलैकुम to a Muslim and सत् श्री अकाल to a Sikh

  VCHIU015 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU016

  Recognise that all languages change over time and borrow words and expressions from each other

  Elaborations

  • recognising that languages borrow words and expressions from each other and that Hindi includes many words that originated in languages such as Persian, Arabic and English
  • 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
  • finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)
  • noticing words that they use in their everyday lives that come from different languages

  VCHIU016 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU013

  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

  Elaborations

  • identifying people by using pronouns, such as तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • understanding and responding to imperative verb forms, such as बैठ जाओ, यहाँ आओ, मेरी बात सुनो।
  • exploring how to use singular and plural forms, such as मैं, हम, मेरा, तुम्हारा
  • referring to objects using cardinal numbers, for example, एक, दो, पाँच, सात
  • noticing that adjectives are used to describe people, objects or places and are usually placed before the noun, for example, सुंदर लड़की, छोटा बच्चा, रंग-बिरंगी तितली
  • understanding the role of different words for asking questions, such as कहाँ? कौन? कब? क्या?
  • expressing negation, for example, नहीं, मत, ना
  • learning the structure of simple statements and questions, based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verb forms change according to gender and number, for example, लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • describing actions using simple verbs, such as गाना, खाना, खेलना, दौड़ना
  • understanding the use of commands and post positions as in मुझको दीजिए। राम से लीजिए। वहाँ पर रखो।

  VCHIU013 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU014

  Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes

  Elaborations

  • understanding texts as different forms of communication that can be spoken, written, digital or visual, recognising that they can be very short, for example, रुको, or much longer, for example, तुम ज़रा ठहर जाओ।
  • 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
  • using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,
  • noticing how familiar texts, such as poems or stories, are sequenced and organised, for example, by identifying titles, connections between pictures and written texts or familiar opening lines, such as एक समय की बात है...

  VCHIU014 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHPEM081

  Construct and perform imaginative and original movement sequences in response to stimuli

  Elaborations

  • demonstrating changes in speed, direction and level of movement in response to changes in music tempo
  • creating, following, repeating and altering movement sequences in response to rhythm, music or words
  • selecting and implementing different movement skills to be successful in a game

  VCHPEM081 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM087

  Identify rules and fair play when creating and participating in physical activities

  Elaborations

  • explaining why rules are needed in games and physical activities
  • demonstrating turn-taking and sharing equipment when participating in minor games
  • explaining how rules contribute to fair play and applying them in group activities

  VCHPEM087 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCHPEM082

  Create and participate in games

  Elaborations

  • inventing games with rules using one or two pieces of equipment
  • participating in games that use a number of different fundamental movement skills
  • using stimuli such as equipment, rhythm, music and words to create games

  VCHPEM082 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM085

  Use strategies to work in group situations when participating in physical activities

  Elaborations

  • working cooperatively with a partner when practising new skills
  • describing and demonstrating how to include others in physical activity
  • suggesting and trialling how a game can be changed so that everyone can be involved

  VCHPEM085 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCHPEM080

  Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor movements using different body parts
  • performing fundamental movement skills involving controlling objects with equipment and different parts of the body
  • demonstrating balances and describing what helps to maintain stable positions
  • demonstrating how to transfer weight from one part of the body to another
  • demonstrating fundamental movement and safety skills in water

  VCHPEM080 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM083

  Discuss the body’s reactions to participating in physical activities

  Elaborations

  • participating in activities of different intensity and comparing the body’s reactions
  • identifying positive feelings they experience when participating in physical activities
  • participating in new and unfamiliar activities and describing how they felt about the experience

  VCHPEM083 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Understanding movement

• VCHPEM084

  Incorporate elements of effort, space, time, objects and people in performing simple movement sequences

  Elaborations

  • comparing different types of movements and identifying which ones are easier and harder and why this might be the case
  • performing movements under, over, through and between objects, people and equipment
  • demonstrating how they can balance on different parts of the body and make different shapes

  VCHPEM084 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Understanding movement

• VCHPEM086

  Propose a range of alternatives and test their effectiveness when solving movement challenges

  Elaborations

  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
  • asking for and responding to feedback from peers or teachers on their performance
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

  VCHPEM086 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCHPEP071

  Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities

  Elaborations

  • describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced their personal identities
  • respond to stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they themselves possess
  • participating in games and physical activities and describing how others’ strengths contribute to successful outcomes

  VCHPEP071 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP079

  Identify and explore natural and built environments in the local community where physical activity can take place

  Elaborations

  • recognising that physical activities can take place in a range of different environments, including natural, built and aquatic settings
  • participating in physical activities within the built structures in the school and local community where physical activity takes place

  VCHPEP079 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Contributing to healthy and active communities