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• 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

• 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

• 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

• VCHIC058

  Access, collate and analyse information from different print and digital sources to present an overview or develop a position on selected issues or interests

  Elaborations

  • accessing and collating information produced in different contexts that reflect Indian and/or Australian lifestyles over different times and contexts
  • engaging critically with texts that report on personal, social or community activities, for example, blogs, social media texts or community announcements, discussing how texts reflect cultural contexts
  • using organisers such as concept maps, pie charts or tables to summarise information and develop a position on issues of interest to their peer group
  • summarising information from differently-sourced texts that report on contributions of important historical figures and moments, such as the influence of Gandhi to peace movements, the freedom struggle in India and civil rights
  • collecting information from websites, newspapers or magazines to build reference resources on different topics/issues, classifying information according to concepts such as संचार; ग़रीबी; स्वास्थ्य
  • gathering information about well-known people in fields such as sport, entertainment, youth culture, the arts or history to create a digital profile to present to their peers

  VCHIC058 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCHIC096

  Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects

  Elaborations

  • interacting with different types of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme are used to create mood and effect, and experimenting with expressive language to create their own texts
  • comparing their life experiences with those of characters in traditional folktales such as एकता में बल है, identifying elements of universal human experience such as loss, love or loyalty
  • comparing story lines and characterisation in popular Hindi- and English-language TV series, identifying themes or issues that seem to be differently responded to in one cultural context than in the other
  • identifying how cultural traditions and beliefs are communicated through visual and performing arts, and comparing different living traditions present in Australia, including artistic expression associated with Aboriginal and Torres Strait Islander people.
  • comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language musicals, TV programs such as अशोक सम्राट and Australian programs popular with a similar age-group
  • discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with
  • considering how humour is expressed and shared in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Hindi with humorous texts in English
  • analysing the structure of traditional or contemporary Hindi poetry, for example, by identifying the use of rhythm, rhyme and repetition, or comparing examples of lyrical or poetic expression, बुन्देले हरबोलों के मुख हमने सुनी कहानी थी खूब लड़ी मर्दानी वो तो झांसी वाली रानी थी

  VCHIC096 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIC097

  Create original texts that involve imagination and expression, experimenting with a range of modes and performance genres

  Elaborations

  • experimenting with text structure and imaginative language to create entertaining texts for younger children, for example, by using dramatic and emotive words and vocal expression to build suspense in a story
  • creating dramatic or humorous representations of people, situations or events encountered in their own lives
  • composing and performing poems or songs that incorporate elements of traditional or contemporary literary and musical forms, for example, भक्ति or वीर गाथा verse, nonsense songs, raps
  • creating, rehearsing and performing interpretations of poems for a public recitation or verse-speaking competition
  • creating a multimodal text that captures impressions of their local community through images, sound effects and spoken commentary
  • preparing and presenting a contribution to their school Speech Day, for example, an opening address that uses formal expressions such as माननीय प्रधानाचार्य जी.......
  • planning performances that incorporate elements such as mime, music and expressive commentary and invite reflection on ethical or humanitarian principles, for example, अहिंसा; अनेकता में एकता
  • creating texts such as short stories or cartoons that involve imaginary characters and fantasy scenarios, for example, a new species, parallel universe or superhero
  • improvising unscripted exchanges between imaginary characters who find themselves in challenging situations, for example, मित्रता; निष्ठा; साहस, using gestures, voice and props to build mood, explore relationships and express emotions
  • creating a segment for a community radio station, such as an imaginary cricket commentary or news flash about an imagined catastrophe

  VCHIC097 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIC041

  Convey information about aspects of language and culture in formats to suit different audiences and contexts

  Elaborations

  • planning presentations that showcase their bilingual and bicultural experience, incorporating multimodal elements and opportunities for active audience participation
  • creating a website for contact groups of Hindi-speaking students in overseas contexts, posting information on their personal interests and experiences, for example, छुट्टियाँ, लोकप्रिय खेल, फ़िल्म जगत
  • constructing a multimedia profile of the local community for Hindi speakers arriving from overseas, using information collected from websites, newsletters and brochures
  • creating informative videos for audiences such as sister-schools or overseas visitors that present elements of Australian cultural traditions in and out of school
  • creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds
  • creating a multimodal profile of an important Hindi community or family occasion such as रक्षाबन्धन, selecting language that reflects cultural traditions and values

  VCHIC041 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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

• VCHIC119

  Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking

  Elaborations

  • identifying variations in the ways they communicate with people from different language backgrounds, for example, in relation to the use of humour, respect or communication in public or formal situations
  • reflecting on differences in communication styles between speakers of different languages that they know, such as ways of expressing identity or responding to others’ comments, including observations of each other’s ways of communicating in different contexts and languages
  • considering the relationship between styles of communication and cultural factors such as generation or social environment, for example, by talking about the kinds of questions they ask or comments they make when interacting with people of their own age compared to how they talk with older people in their families or communities
  • describing ways they adjust their interactions in different languages, situations and contexts, for example, by comparing typical exchanges with Hindi- or English-speaking friends in different situations
  • exploring how ways of thinking, communicating and behaving both influence and reflect cultural identity, for example, by identifying ways of expressing ideas that they see as being more Australian or Índian
  • reflecting on intercultural learning in school and intercultural experience in and out of school, discussing how each context presents different opportunities for developing intercultural capabilities

  VCHIC119 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCHIU048

  Understand how the conventions of written script determine the structure and organisation of written language, and understand the relationship between word formation and pronunciation

  Elaborations

  • understanding that the Hindi language varies from region to region as it is influenced by local culture, practices and customs, and that this variation impacts on pronunciation but is not represented in written Hindi; for example, the word for ‘much/many’ is pronounced by many speakers as बहौत but is spelled according to its standard spelling as बहुत
  • recognising the Hindi pronunciation and Devanagari spelling of old loan words from English into Hindi, such as -अस्पताल/हस्पताल; अफ़सर; पलस्तर
  • understanding the conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds, as in डॉलर versus डालर
  • recognising and practising the spelling of words in Devanagari script that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example, सुनना/सुनता

  VCHIU048 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHIC062

  Translate a range of short texts used in different contexts from Hindi into English and vice versa, comparing each other’s versions and how they translated elements that involve cultural knowledge and understanding

  Elaborations

  • translating popular Hindi proverbs or lines of poems into English, considering how to adapt or adjust them to convey equivalent meanings in English, for example, गंगा गए तो गंगादास जमना गए तो जमनादास; चोर की दाढ़ी में तिनका
  • translating school or community texts such as directions, rules or notices in Hindi and English, considering how each language reflects cultural styles, for example, the use of words like निवेदन in a formal request and कृपया गंदगी न फैलाएँ in public notices
  • translating media texts such as appeals, slogans or advertisements from Hindi to English or vice versa, noticing how each language uses elements such as verb moods or emotive language for particular effect: सारी धरती की यह पुकार, पर्यावरण का करो सुधार; जागो ग्राहक जागो
  • translating short excerpts from traditional fables and legends, identifying words and expressions that reflect cultural values or history and are difficult to express in English, for example, गृहप्रवेश, सात्विक, भक्ति
  • critically evaluating the effectiveness of resources such as print and digital dictionaries and electronic translators, for example, by comparing individual translations, back-translating or swapping references

  VCHIC062 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHIC038

  Use action-oriented language to plan and conduct shared events and activities, such as performances at school assembly, activities with a buddy class or real or simulated shopping transactions

  Elaborations

  • planning presentations or performances for school assemblies or community events such as होली, गाँधी जयंती, using expressions such as आज हम आप के सामने प्रस्तुत करने जा रहे हैं....
  • working collaboratively to create instructional or procedural texts to demonstrate and explain activities, such as रोटी बनाना; दीया बनाना; राखी बनाना
  • introducing a buddy class to aspects of Hindi language and associated cultures, for example, presenting a workshop on भांगड़ा or डांडिया, or demonstrating protocols associated with giving or receiving gifts on occasions such as क्रिसमस/बड़ा दिन; ईद; or भाईदूज
  • participating in authentic or simulated exchanges and transactions, such as ordering in Indian shops or restaurants or buying items from mobile street vendors, using appropriate gestures, expressions and exchanges, for example, हाँ भैया, ये आम कितने के हैं? आप के भोजनालय में सबसे स्वादिष्ट व्यंजन कौन सा है? मुझे दो रोटी के साथ एक दाल मक्खनी दे दीजिएl
  • carrying out real or simulated transactions and exchanges that involve Indian and Australian currencies, comparing values and associated transactional behaviours

  VCHIC038 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCHIC092

  Participate in shared activities such as performances, celebrations, presentations or website design that involve planning, collaborating, making arrangements, transacting and negotiating

  Elaborations

  • making decisions about collaborative projects such as displays or performances, discussing roles and responsibilities and sharing ideas, for example, इसके लिए संगीत की व्यवस्था कौन करेगा ? किन चित्रों का उपयोग होगा इसका निर्णय हम कैसे करेंगे ? यदि तुम तबला बजाओगे तो मैं गाऊँगी।
  • designing a website that provides opportunities for intercultural exchange between themselves and young Hindi-speakers in different contexts, preparing possible stimulus questions such as क्या तुम्हें यह रूपरेखा ठीक लगती है? हमें किस भाषा का प्रयोग करना चाहिए? इस वेबसाइट को कौन देखेगा?
  • contributing to the planning of presentations or displays that reflect their individual and/or shared experiences of living and communicating across different languages and cultures, for example, composing captions for photos/images or selecting multimodal resources
  • negotiating details of real or simulated online transactions that involve discussion of comparability, value, price and availability, using terms such as बजट की सीमा, विनिमय दर, पैसे वसूल करना
  • negotiating differences in opinions or preferences when planning events or excursions, for example, the hosting of an exchange group of students or a visit to a culturally significant site
  • planning a party menu or picnic, for example, by deciding on elements of a थाली comprised of a selection of their favourite dishes, such as दाल, रोटी, सब्जी, and discussing individual and shared preferences or dislikes, for example, माँसाहारी,शाकाहारी

  VCHIC092 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC082

  Reflect on the nature of bilingual/multilingual communication and experience

  Elaborations

  • exploring the concept of translanguage in relation to mediating thought, action and communication in situations that involve two or more languages
  • reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others
  • considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed
  • identifying benefits associated with bilingualism/multilingualism, drawing examples from their personal experience
  • comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes
  • identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication
  • monitoring their use of Hindi and English in different domains, for example, by keeping a record of when they use each language, for which language functions and in which contexts
  • considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

  VCHIC082 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIC100

  Consider similarities and differences in their ways of communicating in Hindi or English, or when switching between the two, noticing when they choose to use either or both languages

  Elaborations

  • identifying differences between how they communicate in Hindi and in English, including the use of gestures and other forms of non-verbal communication such as hand or head movements, the use of space or silence
  • comparing examples of interactions which feel more natural in Hindi than they do in English or vice versa, noticing the contexts of those interactions, the people they are communicating with and the kinds of topics being discussed
  • identifying instances when using both Hindi and English in the same interaction makes for easier communication, for example, when using English technical terms such as लाइट जला दो
  • identifying behaviours that may be similar or dissimilar when communicating in Hindi and in English, for example, when using direct or indirect questions, interruptions, silence, turn-taking
  • monitoring their use of Hindi and English in different areas of their lives, for example, by keeping a record of what they use each language for over a particular day
  • reflecting on the nature of culture and its relationship with language with reference to Hindi, English and other languages they know, for example, by identifying words, phrases or behaviours that carry cultural information or reflect cultural values

  VCHIC100 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• 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

• 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