Search results

Result list

• VCHIU104

  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

  Elaborations

  • recognising characteristic features of different text genres, such as headings, footnotes and reference lists in textbooks, rhetorical questions and persuasive language in advertisements, abbreviations and emoticons in emails and text messages, an opening orientation statement at the beginning of a narrative, such as जब वे केवल चौदह वर्ष के थे, उनकी पिता की मृत्यु हो गयी ।
  • comparing Hindi- and English-language versions of text types such as phone conversations, business letters or sports reports, considering whether differences in style or structure reflect differences in cultural values or practices
  • recognising rules of structure and composition in Hindi poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by सुभद्रा कुमारी चौहान or जयशंकर प्रसाद
  • developing metalanguage to talk about texts, for example, by identifying the purpose, features and typical structure of text genres, for example, निबन्ध में तीन भाग होते हैं- भूमिका, विषय-वस्तु और उपसंहार
  • recognising differences between the layout and language features of different types of texts and formats, such as चित्र-कथाएँ और लोक-कथाएँ
  • recognising the role played by different textual elements, for example, the layout, title, illustration and use of punctuation in a picture book or the use of repetition and rhyme in poems and chants
  • comparing the use of imagery or satire in a range of imaginative texts, discussing how these elements convey meaning and engage/entertain the audience

  VCHIU104 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU105

  Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations

  Elaborations

  • understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
  • examining how language users vary modes of expression to reflect different feelings, relationships, intentions or attitudes, for example, by comparing the respectful tone of devotional texts such as भजन, दोहे, the exuberance, humour and colour of Bollywood scripts and the directive tone of rules and regulations in school rules or official documents
  • comparing the style, structure and register of informal and formal texts such as invitations or the expression of wishes, noticing elements such as vocabulary used, economy/elaboration of expression, and grammatical style (मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?
  • comparing the informal use of greetings and wishes between friends and family members with those used in more formal situations, for example, अरे राहुल! प्यारे माता पिता,, ढेर सारा प्यार

  VCHIU105 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU107

  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

  Elaborations

  • recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages represented in the classroom and local community
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, for example, by constructing a linguistic profile of their own class or school community
  • recognising that there are many different Indian languages and dialects spoken in India and other regions of the world, such as Hindi, Tamil, Gujarati, Panjabi, Marathi, involving variations in accents, vocabulary and syntax, and that most Hindi speakers also speak other languages
  • comparing their individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual
  • explaining the influence of Indian language and culture 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

  VCHIU107 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU071

  Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives

  Elaborations

  • finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions they use when communicating in English or when thinking about themselves and their families
  • investigating different forms and functions of multilingualism in today’s society, for example, by tracking the mixing of languages such as Hindi, Urdu, Punjabi and English in Bollywood scripts and song lyrics, or by creating their own hybrid-language advertisements, songs or raps, for example, Life style से तय होगा car का premium..
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

  VCHIU071 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU072

  Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives

  Elaborations

  • sharing understandings of what culture is and how it relates to language and to identity, using prompt statements such as ‘संस्कृति में …’
  • identifying Hindi words or expressions that carry cultural connotations and values, for example, terms such as सुहागन and विधवा in relation to auspicious or inauspicious roles at occasions such as नामकरण or गृहप्रवेश
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, for example, references to gods and legendary heroes such as अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुंचेगा फाइनल में
  • identifying cultural distinctions expressed through language, for example, forms of address such as नमस्कार, नमस्ते, आप कैसे हैं?, तुम कैसे हो? the addition of श्री, श्रीमती for married women and कुमारी for unmarried women, considering whether English makes similar distinctions
  • exploring the cultural significance of concepts expressed in a single word in Hindi or English which are difficult to translate, for example, the term जूठा in Hindi or mateship in Australian English
  • exploring how cultural values and ideals such as truth, duty or filial respect are embedded in traditional fables and legends, such as brotherly love or the concept of the obedient/dutiful child in the stories राम और लक्ष्मण, श्रवण कुमार
  • discussing commonly used words and expressions that reflect family/community values, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing older people even when they are strangers

  VCHIU072 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCHIU103

  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

  Elaborations

  • identifying people by using pronouns in singular and plural forms, for example, मैं, हम, यह, ये, तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • recognising and using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • referring to objects and describing quantities using cardinal numbers, for example, एक, दो, पाँच, सात and पाँच रोटियाँ, दस गिलास
  • learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • using simple verb tenses such as 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 or colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के, छोटे लड़के को, छोटे लड़कों को
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • positioning adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
  • using ordinal numbers such as पहला, दूसरा
  • using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
  • building lexical competence for example, by collating vocabulary sets in relation to meaning or function, such as words for different kinds of fruit such as आम, पपीता, अमरुद, नारंगी, संतरा, मौसंबी or verbs of action such as जाना, आना, पहुँचना, लौटना, घूमना, भटकना.

  VCHIU103 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU066

  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

  Elaborations

  • recognising individual elements of spoken and written words, phrases and non-verbal forms of expression and noticing how they combine to make or to change meaning
  • recognising how words can be formed from base words, and understanding how prefixes and suffixes change the meaning of words, for example, जीव, सजीव, जीवंत, understanding the impact this has on pronunciation
  • recognising and identifying how to pronounce and spell loan words commonly used in Hindi from Persian and Arabic, such as क़ानून, फ़ालतू, and from English, such as ट्रेन, स्टेशन, स्कूल
  • recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of Sanskrit words (tatsam words) and of derived forms (tadbhav words), understanding that both forms can be used in different contexts; for example, क्षेत्र for ‘field’ in an abstract sense and खेत for a field for farming

  VCHIU066 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU067

  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

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHPEM138

  Participate in and investigate the cultural and historical significance of a range of physical activities

  Elaborations

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities

  VCHPEM138 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM140

  Evaluate and justify reasons for decisions and choices of action when solving movement challenges

  Elaborations

  • explaining and justifying the movement concepts and strategies selected in response to movement challenges
  • demonstrating to others the approach taken to solve movement challenges
  • identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts

  VCHPEM140 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Learning through movement

• VCHPEM134

  Compose and perform movement sequences for specific purposes in a variety of contexts

  Elaborations

  • designing and performing movement sequences to create, use and defend space
  • composing and performing a group dance sequence in response to a piece of music or other stimuli
  • demonstrating control when transitioning between twists, rotations and leaps
  • travelling, marking and intercepting to achieve and retain possession
  • designing and performing movement sequences to travel around, over, under and through natural or man-made obstacles

  VCHPEM134 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Moving the body

• VCHPEM141

  Modify rules and scoring systems to allow for fair play, safety and inclusive participation

  Elaborations

  • recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
  • applying scoring systems in activities to assess movement performances consistently and fairly
  • modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
  • applying the principles of ethical behaviour consistently when participating in physical activities

  VCHPEM141 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Learning through movement

• VCHPEM137

  Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance

  Elaborations

  • performing a range of movements and analysing technique related to take-off, body position and landing
  • demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
  • creating, performing and appraising movement sequences that demonstrate variations in flow and levels
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space

  VCHPEM137 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM139

  Practise and apply personal and social skills when undertaking a range of roles in physical activities

  Elaborations

  • adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
  • applying an understanding of verbal, physical and situational cues to identify and respond appropriately to the feelings and motives of others when working in a team or group
  • reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
  • undertaking various roles associated with the planning of physical activities

  VCHPEM139 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Learning through movement

• VCHPEM136

  Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans

  Elaborations

  • performing physical activities that improve health- and skill-related components of fitness and analysing how the components are developed through these activities
  • measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
  • designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing

  VCHPEM136 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM135

  Practise, apply and transfer movement concepts and strategies

  Elaborations

  • examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations
  • exploring similarities in the bases of support and flow of movements when performing movement sequences
  • selecting previously successful strategies and applying the most appropriate when solving new movement challenges

  VCHPEM135 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Moving the body

• VCHPEM133

  Use feedback to improve body control and coordination when performing specialised movement skills

  Elaborations

  • analysing their own and others’ performance using ICT and implementing feedback to enhance performance
  • participating in activities where vision is compromised to demonstrate the importance of auditory feedback
  • using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment

  VCHPEM133 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Moving the body

• VCHPEP130

  Plan and use strategies and resources to enhance the health, safety and wellbeing of their communities

  Elaborations

  • investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
  • investigating food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen
  • examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing

  VCHPEP130 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP123

  Investigate the impact of transition and change on identities

  Elaborations

  • examining the impact of physical changes on gender, cultural and sexual identities
  • investigating how changing feelings and attractions are part of developing sexual identities
  • identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions
  • examining how traditions and cultural practices influence personal and cultural identities
  • examining online profiles and identities and developing strategies to promote safety in online environments

  VCHPEP123 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP132

  Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity

  Elaborations

  • exploring how kinship and extended-family structures in different cultures support and enhance health and wellbeing
  • investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
  • examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and disability
  • researching how stereotypes and prejudice are challenged in local, national and global contexts

  VCHPEP132 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities