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• VCHHK076

  Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

  Elaborations

  • identifying and discussing the historical origins of an significant Australian celebration or commemoration
  • generating a list of local, state and national symbols and emblems, for example club emblems, school logos, flags, floral emblems, coat of arms, and discussing their origins and significance
  • examining the symbolism of flags such as the Australian, Aboriginal and Torres Strait Islander flags, and recognising special occasions when they are flown, for example, all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day
  • recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)

  VCHHK076 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK080

  Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival

  Elaborations

  • discussing reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
  • discussing the treatment of prisoners at that time, and past and present views on the colonisation of Australia; investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards

  VCHHK080 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHHK074

  The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies

  Elaborations

  • using local sites, museums and online collections to identify the cultural groups within the local community and their influence over time, for example, as reflected in architecture, commercial outlets and religious buildings

  VCHHK074 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK081

  The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions

  Elaborations

  • investigating contact with Aboriginal and Torres Strait Islander peoples before 1788, for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people
  • comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
  • exploring early contact history with the British, for example, Pemulwuy or the Black War, and the impact that British colonisation had on the lives of Aboriginal people such as dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines
  • exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
  • examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country

  VCHHK081 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHIC022

  Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • 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
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • 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 Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

  VCHIC022 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIC019

  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

  Elaborations

  • exchanging different types of correspondence such as greeting cards or invitations, using modelled language such as नए साल की बधाई; राखी की शुभ कामनाएँ; ईद मुबारक; शुक्रिया; तुम्हें भी; शिक्षक दिवस शुभ हो
  • exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं पूजा करता हूँ। जल्दी जाग कर मैं इलेक्ट्रॉनिक खेल खेलता हूँ l हर रविवार मैं मंदिर जाता हूँ। सभी लोग बड़े ही उत्साह के साथ बैसाखी मेले जाते हैं।
  • asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार में रंग क्यों लगाया जाता है?
  • responding to frequently asked questions or comments, using appropriate intonation, gestures and short responses, such as ठीक है; जी हाँ; निश्चित रूप से; बिल्कुल ठीक
  • asking each other about their personal worlds, for example, आपका जन्म कहाँ हुआ था? क्या तुम घर पर हिंदी बोलते हो? तुम्हारे पिताजी क्या काम करते हैं? आपके दोस्त कौनहैं? क्या तुम अपनी दादी से प्यार करते हो? आप अपने पालतू कुत्ते की देखभाल कैसे करते हैं?

  VCHIC019 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIC024

  Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions

  Elaborations

  • reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events
  • viewing excerpts from traditional texts such as जातक कथाएँ, explaining key elements, for example, नमस्ते / नमस्कार; चरण स्पर्श, आशीर्वाद
  • adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story
  • demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline
  • describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures
  • discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ
  • exploring rhythms, sound patterns and alliteration of Hindi, for example, by creating their own tongue twisters similar to कच्चा पापड़ पक्का पापड़

  VCHIC024 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC020

  Participate in shared learning activities and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • negotiating roles and responsibilities when collaborating in shared learning experiences, using expressions such as 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?
  • making shared decisions about content, vocabulary and design when working together to create digital displays or posters for special events, such as स्वतंत्रता दिवस; पर्यावरण दिवस; वार्षिक खेल दिवस; स्वच्छता अभियान
  • following procedures/giving instructions for activities such as cooking, craft activities or science experiments, using language forms such as imperative verbs and measurement terms, for example, 100 ग्राम आटा, सबसे पहले पानी मिलाओ; कढ़ाई में तेल गरम करो; एक चम्मच नमक डालो; गोल कागज़ काटो; बीच से मोड़ो; धागे से बाँधो
  • using tokens that represent Indian and Australian currencies to carry out simulated transactions in different contexts

  VCHIC020 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIC027

  Create simple bilingual texts, such as signs, notices or captions for displays in the classroom and wider school community

  Elaborations

  • creating bilingual captions for a photographic or digital display to show parents or other student groups
  • designing a flyer for a class event or performance that uses both Hindi and English, considering how to convey information and ideas in each language
  • creating bilingual texts for the classroom or school community, such as a school map or signs indicating appropriate behaviour
  • generating parallel Hindi and English versions of classroom texts such as timetables, menus or instructions for activities or games
  • matching and sequencing words and pictures in Hindi and in English to complete speech bubbles in digital or print versions of short conversations or picture stories

  VCHIC027 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCHIC025

  Create simple imaginative texts, such as dialogues, storyboards, puppet shows or songs that encourage exploration and enjoyment of language

  Elaborations

  • creating variations on Hindi poems or songs that include repetitive phrases, established rhythms, rhymes and actions
  • using puppets to create dialogues between characters from favourite stories or fables
  • creating their own simple storyboards or picture books, using captions and dialogue
  • designing and creating Voki animations that use expressive, entertaining and humorous language
  • imitating the style and structure of a favourite song to create their own song that explores different combinations of sounds and rhythms
  • acting out elements of events such as the Rakhi festival, using traditional expressions and culturally appropriate behaviours, such as भाई की कलाई पर राखी बांधना
  • drawing their own versions of characters encountered in imaginative texts and selecting simple descriptive statements as captions to their pictures

  VCHIC025 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC026

  Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate

  Elaborations

  • 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
  • identifying Hindi words or expressions that do not easily translate into English, for example, आँखों का तारा
  • translating exchanges between characters in favourite stories from Hindi into English
  • discussing the meaning of traditional Hindi phrases used on special occasions, comparing how similar wishes are expressed in English, for example, जीते रहो
  • 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

  VCHIC026 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCHIC021

  Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding

  Elaborations

  • using appropriate language to ask for help, information or to attract attention, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? विद्यालय का खेल-दिवस कब है?
  • interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।
  • responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।
  • praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।
  • using interaction skills such as questioning, responding and interpreting non-verbal clues when working collaboratively

  VCHIC021 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIC029

  Talk about their individual and group sense of identity and how this is expressed through the different languages they use

  Elaborations

  • talking about how they feel when using English, Hindi or other languages and whether there are some things that feel more natural in one language than in the other
  • demonstrating gestures or behaviours that they feel ‘belong’ in Hindi but not in English or vice versa
  • sharing opinions about whether they have a different sense of identity when they are using different languages
  • creating drawings or photo displays that show their connections with family, friendship groups and communities, writing captions of words or phrases that they associate with each group
  • considering the importance to their identity of speaking Hindi to some people, such as older relatives or members of the wider Hindi-speaking community
  • observing themselves and reporting to each other how they use Hindi and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language

  VCHIC029 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIC028

  Recognise that ways of communicating in different languages reflect ways of behaving and thinking

  Elaborations

  • recognising differences in attitudes or ways of expressing feelings when using Hindi or English, for example, when being polite and respectful, when thanking or sympathising with people or when exchanging wishes on special occasions
  • identifying non-verbal aspects of communication in Hindi that may be unfamiliar to non-Hindi speakers, such as the way that older relatives greet children by holding their hand over the child’s head and saying जीते रहो, or shaking the head from side to side or back and forth to show varying levels of agreement
  • 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 or after an individual name to show affection
  • 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 use of first names with some adults
  • comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

  VCHIC028 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIC023

  Present simple information about home, school and community, using visual support such as photos, maps or charts

  Elaborations

  • using simple descriptive language and supporting resources to introduce family members and friends and to identify relationships with them, for example, मौसी; चाचा, providing details such as age, religion, occupation or regional backgrounds, for example, वह ऑस्ट्रेलियाई है। उसकी उम्र तीस साल की है।
  • 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
  • presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts
  • working together to design posters or web pages to promote a cultural event or regional profile
  • creating a class book or digital display about topics they have been studying in Hindi and/or other curriculum areas, for example, इस्तेमाल की जा चुकी वस्तुओं से कुछ और बनाना; जीवन-चक्र; विश्व संगीत

  VCHIC023 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIU033

  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

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • 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
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • 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

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHIU036

  Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices

  Elaborations

  • understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting a difficult situation
  • identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो
  • noticing how family values such as familiarity, politeness or respect are expressed in Hindi and associated behaviours, for example, addressing cousins or distant male siblings as भइया; the concept of जूठा
  • identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए to guests when they visit
  • noticing that some Australian terms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’
  • 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 person and राम राम as a mode of greeting in villages

  VCHIU036 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCHIU031

  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

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHIU034

  Understand that the Hindi language is influenced by and in turn influences other languages and cultures

  Elaborations

  • understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’
  • identifying more examples of Hindi words or expressions that are commonly used in English, such as ‘verandah’ from बरामदा, ‘bandana’ from बांधना
  • identifying how words from Sanskrit, Perso-Arabic and English are used in different contexts to mean related concepts such as ‘concern/anxiety’: Sanskrit चिंता; Arabic फ़िक्र; and ‘tension’, English टेन्शन
  • finding examples of expressions in Hindi that include words from English or other languages, for example, क्या यह आपका फ़ाइनल उत्तर है?

  VCHIU034 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change