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• Languages | Hindi: Structure

  Sequences of learning

  The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Hindi

• VCHIC043

  Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
  • developing storylines, characters and settings that explore themes or concepts that are relevant to their own social worlds, for example, मित्रता; परिवार; दया
  • creating and performing expressive texts that incorporate features such as mime, music, video clips and evocative language to convey concepts such as दोस्ती; प्रेम; अहिंसा; अतिथि-सत्कार; अनेकता में एकता
  • adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience
  • experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

  VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC099

  Create shared bilingual texts and learning resources such as word banks, databases, promotional materials or hyperlinks for digital presentations for the classroom and wider school or local community

  Elaborations

  • designing a flyer for a class event or performance which uses Hindi and English, considering how to convey information and ideas in each language
  • creating bilingual captions or hyperlinks for a photographic or digital display to show parents and other student groups key elements of their learning experiences
  • contributing reviews, reports or recipes to a shared bilingual or multilingual website, using Hindi, English and other languages as appropriate to different domains of language use
  • creating a bilingual blog, wiki or contribution to an online discussion forum that shares examples of challenges associated with translating and interpreting
  • developing bilingual instructional texts or directions that cater for Hindi- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short documentary about a local community event or locale that uses both Hindi and English, for example, with narration in one language and subtitles in the other
  • designing bilingual signage for the school campus, including names of facilities, directions to locations or advice on expected behaviours, noting differences in phrasing or expression, as in ‘Silence Please’: ‘कृपया शांति बनाए रखें’
  • composing menus or programs for school or community events/celebrations that include footnotes in English to explain key terms or items

  VCHIC099 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Languages | Hindi: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Hindi

• Hindi - F–10 Sequence: Levels 5 and 6 description

  Students expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to...

  Level description | Languages | Hindi | F–10 Sequence

• Hindi - F–10 Sequence: Levels 9 and 10 description

  Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...

  Level description | Languages | Hindi | F–10 Sequence

• VCHIC022

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

  Elaborations

  • listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

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

• Hindi - F–10 Sequence: Levels 7 and 8 description

  Students expand their range of vocabulary beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences...

  Level description | Languages | Hindi | F–10 Sequence

• Hindi - 7–10 Sequence: Levels 9 and 10 description

  Students consolidate their understanding of the conventions of written script, applying these to their own language production in increasingly complex ways. They recognise the role of prefixes and suffixes and how these change the meaning of words, जीव, सजीव, जीवंत, and they understand the impact...

  Level description | Languages | Hindi | 7–10 Sequence

• Languages | Hindi: Learning in Hindi

  Hindi language learning

  Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries that include the United States, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.

  Overview material | Hindi

• VCHIC045

  Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning

  Elaborations

  • creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English
  • creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi
  • creating short animations in Hindi with subtitles in English
  • creating bilingual brochures or posters to promote school or community events
  • creating and performing short bilingual chants, songs or raps that move between Hindi and English

  VCHIC045 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCHIC047

  Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon different language and cultural resources to make meaning
  • identifying benefits of knowing more than one language and considering whether moving between languages affects their sense of identity or ‘belonging’
  • comparing their family cultures, considering how their family and community life shape their sense of identity and how culture is reflected in their daily activities and interests
  • evaluating their ability to communicate across and through different languages and to use their language and cultural skills in Hindi and English to best effect
  • comparing observations about how interacting in Hindi feels different to interacting in English, identifying ways of socialising or communicating that they see to be culture-specific

  VCHIC047 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• Hindi - 7–10 Sequence: Levels 7 and 8 description

  Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students...

  Level description | Languages | Hindi | 7–10 Sequence

• 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

• VCHIC005

  Use simple statements, gestures and support materials to convey factual information about self, family, friends and the immediate environment

  Elaborations

  • labelling or naming classroom items, resources and personal possessions, for example, मेज़, कुर्सी, कम्प्यूटर, पेंसिल, बस्ता
  • contributing to a class photo story by creating and reading captions to their own photos, for example, मैं ख़ुश/उदास हूँ।, or by presenting points of personal information, मुझे चॉक्लेट पसंद है। मेरे पास एक काली बिल्ली है। मैं एक अच्छी क्रिकेट खिलाड़ी हूँl
  • using simple sentence structures, familiar vocabulary and supporting gestures to talk about themselves and their immediate environment, for example, मेरे पास एक लाल गाड़ी है। मैं प्रार्थना करने मंदिर/ मस्जिद / गुरुद्वारे / गिरिजाघर जाता हूँ l
  • representing aspects of their daily routines by writing captions to drawings/pictures or attaching word bubbles, such as स्कूल जाना, दोपहर का खाना, पार्क में खेलना।
  • participating in ‘Show and Tell’ by presenting and commenting on items of personal interest, for example, मेरा पालतू जानवर; मेरा मनपसंद खिलौना

  VCHIC005 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• VCHIC101

  Discuss the nature of identity and of cultural experience, considering the relationship between the two

  Elaborations

  • discussing what identity is and how their own sense of identity is influenced by their experience of living in a multicultural society and of identifying with particular language communities
  • considering how their sense of identity changes over time, taking into account changes in language use at home, in school and in the wider community
  • discussing whether their relationships with people of different generations, gender and language backgrounds influence their ways of communicating
  • reflecting on how their own perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching and to behaviours that may be perceived as ‘cultural’
  • exploring how using different languages to make meaning and drawing from varied cultural resources affects how they think, behave and communicate
  • discussing whether being bilingual and bicultural affects their sense of identity in ways that involve culture as well as language

  VCHIC101 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting