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• VCHIU125

  Identify key features of multilingual experience, referencing their own individual and community language practices

  Elaborations

  • explaining the influence of Hindi language and associated cultures on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions that they use when communicating in English and English words and expressions that they use when communicating in Hindi
  • considering the advantages of being bilingual or multicultural, the limitations of being monolingual, and the meaning of concepts such as intercultural competence and translanguaging
  • discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments
  • reflecting on how they use different languages when communicating across different social contexts, and to what extent these choices signal or define social roles or relationships and provide additional resources for thinking and talking about ideas and experience
  • recognising that language use among bilingual and multilingual speakers varies according to ethnicity, age, profession or social status, and to the context of language use
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of other people’s ways of communicating are shaped by cultural standpoints, experiences and perspectives
  • creating and comparing individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on elements such as gestures, body language and the use of space or silence when they are using different languages to communicate

  VCHIU125 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU088

  Categorise observed changes to Hindi in domains of use such as education, media, popular culture and intercultural communication

  Elaborations

  • identifying changes in Hindi language forms and communicative styles in domains of use such as IT, diplomacy and commerce
  • classifying words and expressions from other languages that they use in different curriculum areas such as science, visual arts, economics, social studies
  • creating glossaries of terms that originated in other languages that they use in different areas of their own lives, for example, Persian सरकार, Arabic अदालत,Turkish क़ुली and Japanese रिक्शा
  • talking with older members of their families or communities about changes to Hindi across their lifetime, such as the blending of English and Hindi in language used in entertainment, news and sports commentary or advertising
  • analysing the language of the internet in terms of inter-language influences, for example, by identifying examples of Hindi words that have been adapted to accommodate concepts expressed in other languages

  VCHIU088 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU086

  Analyse and compose different types of texts for specific purposes and audiences that involve different cultural, textual and contextual features

  Elaborations

  • composing and comparing texts such as emails, songs, slogans or public signs, noticing how the choice of vocabulary, structure and tenor combine to achieve each text’s purpose
  • comparing Hindi and English versions of texts such as invitations or newspaper announcements, noticing forms of expression that are culturally significant, such as जय के विवाह का शुभ मुहुर्त ... के दिन ... बजे से.. बजे तक तय हुआ है। आपकी उपस्थिति और आशीर्वाद की प्रतीक्षा रहेगी or रमेश और लीला के पुत्र के नामकरण पर आपको सादर आमंत्रित करते हैं।
  • demonstrating the different organisation of elements, such as introductions, ordering of content and expression of wishes or greetings within different forms of communication, for example, formal letters, emails or web posts
  • composing spoken and written versions of texts such as advertisements, invitations or personal messages, identifying key differences in syntax, register and language choice
  • comparing the textual features of different kinds of Hindi verse, identifying differences in rhythm, meter and cultural framing
  • composing formal and informal versions of selected text genres, such as a written invitation and an invitation by text message, मोहन और गीताकी सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है; क्या तुम... के दिन.. समय मुझे मिल सकते हो?

  VCHIU086 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC080

  Compare translations and interpretations of literary, community and social media texts, including those that mix Hindi and English words, expressions and sentence structures

  Elaborations

  • identifying and translating texts produced within the media and entertainment industry that use ‘Hinglish’ for different purposes, for example, Life ho to aisi!, Youngistaan ka wow!
  • exploring the language of Bollywood by translating short excerpts that include code-mixing and code-switching between languages and dialects
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • translating parts of conversations recorded between family and friends that involve the mixing of Hindi and English, discussing the relationship between code switching and domains of use
  • considering challenges involved in translating texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts
  • identifying how translation sometimes involves literal exchange of word-for-word meaning, sometimes involves interpreting and expressing meaning in appropriate forms, and sometimes involves cultural meaning that cannot be translated

  VCHIC080 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC117

  Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’

  Elaborations

  • creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience
  • corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia
  • creating bilingual digital stories for younger learners that capture elements of their own experiences of using two languages and living in a multilingual society
  • creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language is more appropriate for different elements of the presentation
  • creating bilingual texts such as leaflets or slogans to raise awareness of health or environmental issues among both language communities, for example, स्वच्छ भारत; छोटा परिवार - सुखी परिवार; बेटी बचाओ-बेटी पढ़ाओ

  VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC115

  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

  Elaborations

  • using different modes of presentation such as skits or cartoons to develop storylines and characters that explore bicultural experiences, for example, responding to stereotypes, negotiating intergenerational relationships, expressing identity in different languages
  • adapting an existing resource such as a traditional story or fable such as दुष्यन्त और शकुन्तला की कहानी to suit a different kind of audience, for example, young people in today’s society
  • creating texts for specific age or interest groups, selecting appropriate vocabulary, structure and content for the intended audience, for example, युवाओं के लिए स्वास्थ्य जानकारी, जंगल बचाओ, प्रवासी भारतीयों के लिए जानकारी
  • creating texts that incorporate humorous and expressive language to entertain younger audiences, for example, puppet plays, short video clips or voki animations, selecting language and images that enhance the visual or listening experience
  • creating riddles to entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
  • creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text into English
  • using descriptive and evocative language to create an imagined scene or interaction between two characters designed to create a strong emotional response, such as fear, anticipation or amazement
  • designing, illustrating and captioning texts such as cartoons or photo-stories, using expressive and imaginative language to capture character and emotion
  • using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners
  • providing a live commentary of a dance performance, interpreting movements, commenting on the significance of costume and adornments and interpreting key messages conveyed through the performance

  VCHIC115 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC076

  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

  Elaborations

  • identifying different perspectives on selected social issues featured on television, radio or online forums, using the material as stimulus for debates or presentations, for example, जनसँख्या; भेदभाव; बेरोज़गारी, वैश्वीकरण, मानव अधिकार
  • comparing information published in different media on topical issues or well-known personalities in order to demonstrate the relationship between texts and cultural contexts, for example, by analysing language used in commentaries on क्रिकेट or reflections on Bhagat Singh, Subhash Chandra Bose, Rabindranath Tagore
  • conducting face-to-face or online interviews or surveys with peers, family or community members to compare experiences such as migration to Australia, living ‘across’ cultures or relationships with technology
  • critically analysing texts such as blogs, letters or newspaper announcements, distinguishing between facts and opinions, and identifying author intent, for example, by reading and discussing letters by Jawahar Lal Nehru, पिता के पत्र पुत्री के नाम
  • comparing representations in texts such as advertisements for mobile phones, beauty products or fast food in Hindi and English, considering why particular language or images have been selected
  • listening to interviews with celebrities from fields such as entertainment, sport or politics, identifying expressions or cultural references that convey a sense of culture or context

  VCHIC076 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIU122

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • understanding the significance and cultural importance of features of different types of texts, such as forms of address or language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर , महोदय (formal) प्रिय मित्र (informal)
  • identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisements
  • recognising the format of different Hindi texts and stylistic conventions such as the need for elaborated forms of address in formal invitations or congratulations, understanding how these vary according to the context, occasion and intended audience
  • composing and comparing examples of familiar texts such as emails, songs, slogans or public signs, noticing how choice of language and text structure positions the reader and indicates the text’s purpose
  • comparing language features of Hindi and English versions of genres such as news headlines or school reports, noticing differences that appear to be culturally significant
  • composing a formal and an informal version of a selected text genre, such as a written invitation or a text message, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?

  VCHIU122 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIU121

  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

  Elaborations

  • indicating situations and events by using past, present and future tense forms, for example, जाता था, जाता हूँ, जाऊँगा
  • creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।
  • creating compound and complex sentences such as मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • expanding vocabulary related to personal, social, environmental and global worlds
  • recognising and using idiomatic expressions such as आँख का तारा and दाल में कुछ काला
  • using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • 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
  • understanding and extending knowledge of basic joining (सन्धि) rules, such as इ+आ = ए
  • 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।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • using a range of tenses in complex sentences to describe events and personal experiences, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।
  • understanding that in different contexts words from different registers are used for related concepts, such as इंसाफ़ and न्याय

  VCHIU121 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC109

  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

  Elaborations

  • exchanging views and experiences in relation to issues of shared relevance in the global context, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया
  • contributing to in-class discussions of social attitudes, for example, to gender roles, public or private education, arranged or love marriages, using active listening skills, asking for and providing elaboration and expressing agreement or disagreement
  • developing narrative and descriptive skills by exchanging accounts of significant events or influences in their lives, for example, पिछले साल मैं अपने माता पिता के साथ राष्ट्रीय संग्रहालय देखने गया और वहाँ स्वदेशी कलाकृतिओं को देख कर बहुत प्रभावित हुआ l कल एक कवि सम्मेलन का सफल मंचन करने के लिए मेरी काफी सराहना की गई।
  • participating in online or face-to-face debates, providing evidence to support a position, challenging opposing views and using expressive language to encourage feedback or indicate agreement, for example, बड़े दुख की बात है, मुझे आप से सहानुभूति है। आप बिलकुल सही कह रहे हैं। मैं आप से बिल्कुल सहमत हूँ।
  • exchanging views with young Hindi speakers in other contexts on local or global issues that they see impacting on their current or future lives, for example, शिक्षा, सम्बन्ध, प्राकृतिक स्थिरता, मानवाधिकार
  • participating in informal conversations and more structured debates to share and compare attitudes to social and cultural issues, for example, युवाओं का स्वास्थ्य; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; विवाह या प्रेम विवाह
  • discussing their responsibilities at home, school and in part-time work, comparing with those of young people living in India and other Hindi-speaking contexts and noting the relative importance of concepts such as परिवार, समुदाय और सहयोग

  VCHIC109 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIU124

  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

  Elaborations

  • reflecting on their own and each other’s use of Hindi, identifying influences from other languages and cultures such as terms used in everyday language as a result of the influence of social media, popular culture and technology
  • talking with older members of their families or communities about changes they have experienced in the use of Hindi across their lifetime, such as the increasing blending of English and Hindi in particular domains of language use such as entertainment, news and sports commentary and advertising
  • recognising that Hindi, like all languages, carries histories of contact with other languages and cultures, for example, by identifying and classifying words that originate in languages such as Persian सरकार; Arabic तलाक़; Turkish क़ुली; and Japanese रिक्शा
  • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas, developments in technology, communication and design, considering why some types of words and expressions are most frequently borrowed, such as vocabulary associated with fashion, sport and technology
  • identifying ways in which social media and technology have brought about changes in communication in their own lives, for example, by compiling a glossary of terms routinely used in emails or text messages, such as अब (ATM), फिर मिलेंगे CU, जाना होगा (G2G), हे हे (LOL), फिर बात करते हैं (TTL)

  VCHIU124 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU126

  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

  Elaborations

  • tracking changes in Hindi language forms and usage over different times and contexts such as मोटरगाड़ी, कार
  • explaining the significance of single words in Hindi that represent complex and culturally significant concepts that do not translate directly into English, for example, दक्षिणा, शुभमुहुर्त, पूजा, साधू
  • considering reasons for the trend among young Hindi speakers to create abbreviated adaptations of English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, ‘footie’, ‘barbie’ in Australian English
  • identifying compound words used in colloquial Hindi that fuse Hindi and English to capture trends, convey concepts and engage with intercultural experience, for example, tension mat lo, accent maarna
  • discussing the significance of naming in different languages and cultures, for example, by exploring the origins and meanings of Hindi names such as आद्या, आशा, आर्य, बोधि, धर्म, गीता, सलमान and comparing with popular names in English and other languages
  • identifying changes in some forms of Hindi that reflect the impact of globalisation and intercultural experience, for example, the increasing mixing of languages and adoption of practices associated with other communities and cultures
  • exploring the idea that some elements of a language carry particular cultural significance, having come to assume symbolic as well literal value in ways that make translation difficult, for example, Hindi terms such as बिदाई, सन्यास, शुभमुहुर्त, मुहूर्त, and Australian expressions such as ‘mateship’ or ‘fair dinkum’
  • researching and classifying terms associated with particular cultural traditions and practices that have cultural significance or history and whose meanings are difficult to convey in other languages, for example, words associated with yogic practice such as संसार, मंत्र, कर्म, गुरू, ब्राह्मण, मोक्ष

  VCHIU126 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIC111

  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

  Elaborations

  • using elaborated sentences and interactional cues to support debate 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 राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
  • observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
  • using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
  • using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
  • exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

  VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIU123

  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

  Elaborations

  • explaining variations in language use between people of different ages, gender or relationships that reflect attitudes and values, for example, ways of expressing authority or humility or inclusivity or exclusivity
  • identifying differences in terms of language features and register between spoken and written forms of texts such as apologies, invitations or narratives माफ़ कीजिए, क्षमा कीजिए
  • noticing and explaining differences in text structure and grammar between formal and informal Hindi use, for example, between the structure of a business letter and an informal email, आपको सूचित किया जाता है..., मैं तुम्हें बताता हूँ....
  • analysing non-verbal elements of communication between Hindi speakers, such as gestures, facial expressions and the use of space and silence, discussing to what extent they contribute to the exchange of meaning and whether they vary in formal and informal contexts
  • finding examples and explaining variations in style, content and intention of different expressions of wishes for a particular event or occasion such as Diwali, for example, हर घर में हो उजाला, आए न कभी रात काली हर घर मनाए ख़ुशियाँ, हर घर में हो दिवाली compared to an sms message such as शुभ दिवाली

  VCHIU123 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU084

  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

  Elaborations

  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expression on pronunciation and spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising ways in which genres of written literary Hindi may differ from everyday speech registers, for example, the use of Sanskrit words in official Hindi, with terms like विनिर्माण क्षेत्र for the manufacturing sector, demonstrating understanding of how such terms are written and spoken
  • understanding that the appreciation of film song lyrics and verse forms can be enhanced by understanding how compound words are formed in Arabic and Persian and used in Hindi, for example, in the film title मुग़ल- ए- आज़म
  • 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 sister, ताई, to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • identifying features of spoken language, such as the use of repetition, pauses, interruptions, incomplete sentences and non-verbal expression, which are not represented in written Hindi but are important elements of ‘live’ interactions
  • recognising and responding to challenges associated with clarity and pace in audio texts such as airport announcements or recorded phone messages

  VCHIU084 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC079

  Create imaginative or expressive texts that draw from and reflect elements of their own tastes and experience

  Elaborations

  • collaborating with peers to create dramatic or humorous representations of people, situations or events encountered in their own lives
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
  • composing and performing poems or songs that incorporate elements of traditional or contemporary literary and musical forms and reflect their own experiences, for example, भक्ति or वीर गाथा verse, nonsense songs, raps
  • creating and performing texts that exaggerate characteristic elements of a selected genre for comic effect, such as a biased commentary on a sporting event
  • creating an imaginative text such as a diary entry or song lyric that expresses either positive or negative responses to the experience of living across different languages and cultures
  • creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text
  • using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners

  VCHIC079 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC118

  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

  Elaborations

  • discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues
  • reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages
  • identifying elements of successful interaction when communicating with speakers of different languages, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
  • identifying differences in the interpretation of conversational strategies such as the use of pauses or silence when speaking in Hindi as compared to English, for example, to signal disapproval, respect for an elder, waiting for consensus, reflection or waiting for the end of a turn
  • reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences
  • reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons

  VCHIC118 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIU087

  Analyse variations in Hindi language use that relate to social roles, values and contexts and to the nature of the interaction

  Elaborations

  • classifying forms of address in terms of social, cultural or family relationships, for example, बड़ी दीदी, मुन्ना-मुन्नी, भैया, बाबाजी and discussing the relationship between language, culture and context
  • evaluating how language choices reflect social values and attitudes, such as family loyalty, status or peer group identity
  • finding examples of colloquial and contemporary forms of language used by young people of their age, such as using words and expressions from other languages when talking about popular culture, अरे यार, कल क्या कमाल मैच देखा
  • observing non-verbal elements of communication such as gestures, facial expressions or use of space and silence, discussing their importance in communication and how they vary in formal and informal contexts
  • noticing and explaining differences in text structure and grammar between formal and informal Hindi, for example, between the structure of a business letter and an informal email आपको सूचित किया जाता है..., मैं तुम्हें बताता हूँ....

  VCHIU087 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIC113

  Convey information on selected people, issues, places or interests, using appropriate modes of presentation to represent different perspectives and contexts

  Elaborations

  • presenting information in the form of promotional or persuasive texts for audiences such as peers, younger children, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य
  • creating a digital profile of a significant member of their community, for example, by featuring achievements and challenges of an older migrant to Australia, or by recording commentaries and impressions of a celebrity visitor to the country
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and writing up rules for the game
  • reporting on survey data collected from each other in relation to preferred leisure activities or favourite foods, using PowerPoint presentations to represent key findings
  • creating a multimodal resource to introduce prospective overseas visitors to different features of Australia, for example, its cultural diversity, city attractions and outback exploration
  • creating a portfolio representation of a particular group or community, for example, a collection of mini-biographies of class members, family or friendship groups, including details such as personal achievements and music/food/sports preferences
  • using data collected via online research or personal or published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, for example, a musician, chef, artist or sporting figure

  VCHIC113 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC073

  Use formal and informal registers to discuss and compare young people’s interests, behaviours and values across different cultural contexts

  Elaborations

  • interviewing each other and family members to compare views on cultural behaviours and values across different times and contexts, for example, तुम्हारे विचार में संयुक्त और एकल परिवार में से कौन सी पारिवारिक सरंचना आज के युग में ज़्यादा उपयुक्त है?
  • discussing responsibilities related to home, school and part-time work, comparing with those of young people living in India and other Hindi speaking contexts and noting the relative importance of concepts such as परिवार, समुदाय और सहयोग, for example, भारत में घर के कामकाज के लिए नौकर नौकरानियाँ होती हैं l ऑस्ट्रेलिया में रह रहे भारतीय बच्चे घर के कामों में अपने मातापिता का हाथ बँटाते हैंl
  • using formal and informal registers to discuss differences in language use between peers and adults at different social events, for example, क्या आप अगले सप्ताह शास्त्रीय संगीत का कार्यक्रम देखने जाना चाहेंगे? अपनी टीम को प्रोत्साहित करने के लिए तुम कल मैच देखने अवश्य आना l
  • participating in formal debates on social or educational issues with reference to Indian and Australian perspectives, values and frames of reference, for example, क्या विदेशी भाषा सीखना अनिवार्य होना चाहिए? क्या उच्चशिक्षा की प्राप्ति ही जीवन में सफलता की कुँजी है? क्या बालिग होने पर बच्चों को अपने माता पिता का घर छोड़ देना चाहिए?

  VCHIC073 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising