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• 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

• 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

• 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

• 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

• 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

• 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

• 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

• VCHIC002

  Participate in guided activities, such as songs, games, simple tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning

  Elaborations

  • participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे
  • participating in traditional and contemporary games such as खो-खो, पिट्ठू, गिल्ली-डंडा, कबड्डी that involve repetitive phrases and behaviours, for example, भागो; जल्दी करो; गेंद पकड़ो; बहुत अच्छे; शाबाश!
  • using appropriate phrases and expressions when taking turns in games such as साँप और सीढ़ी; कैरम बोर्ड, for example, तुम्हारी बारी; अब मैं पासा फेंकता हूँ; गोटियाँ चलो।
  • responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory
  • participating in activities that involve competing and guessing, matching or choosing objects, using modelled questions and responses and phrases such as मैं जीत गया; तुम हार गए; बाहर फेंको; अब कौन ढूँढेगा; चलो दौड़ लगाते हैं; बेईमानी मत करो
  • swapping items or describing and classifying objects and attributes such as shapes, colours and numbers, for example, तुम्हें कौन सा रंग चाहिए? अगर तुम मुझे लाल कंचे दो तो मैं तुम्हें नीले कंचे दे दूँगा।

  VCHIC002 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• Hindi - F–10 Sequence: 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...

  Level description | Languages | Hindi | F–10 Sequence

• Hindi - F–10 Sequence: Foundation to Level 2 achievement standards

  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...

  Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2

• 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

• VCHIC004

  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

  Elaborations

  • listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding
  • recognising simple written words in familiar contexts, such as labels, captions and story titles
  • participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters and events
  • identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

  VCHIC004 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing