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• 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

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

  By the end of Level 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन मुझे लगता है कि ..., सच पूछो तो मेरे विचार से; मैं...

  Level description | Languages | Hindi | F–10 Sequence | Levels 7 and 8

• VCHIU054

  Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages

  Elaborations

  • understanding that people ‘read’ intercultural communication in different ways depending on their own cultural perspectives, and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • noticing ways in which the Hindi language reflects values and traditions of Indian communities, for example, understanding concepts such as सत्संग, घूँघट
  • reflecting on how different languages and cultures represented in the classroom influence ways of talking or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi कल, परसों, the concepts of अहिंसा and कर्म
  • identifying Australian values and traditions such as informality, mateship and loyalty that resonate in particular words, expressions or behaviours that may be misunderstood by others, for example, ‘bring a plate’, ‘fair dinkum’, ‘mate’

  VCHIU054 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• 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

• 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

• 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

• 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

• VCHIC060

  Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends
  • analysing cultural styles of humour in comedies or cartoons, for example, by comparing Hindi jokes about family relationships, such as mother-in-law/daughter-in-law and husband/wife jokes पति- पत्नी इत्यादि के चुटकुले, with humour around similar relationships in Australian English
  • identifying characters in fables and legends that embody particular qualities, values or defects that have come to represent recognisable character traits in everyday speech, for example, referring to a playful or naughty child as Krishna or Kahnaiyya, or to a late-sleeper as Kumbakaran
  • considering whether values and aspirations expressed in historical texts such as letters written during the freedom struggles in India might have relevance to their own lives
  • comparing style, creative effects and cultural values reflected in popular Hindi and Australian music by listening to music stations, reading print or online music magazines, classifying song titles or viewing clips from Bollywood films
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing different living traditions present in Australia, including cultural and artistic expression associated with Aboriginal and Torres Strait Islander people
  • providing a live commentary to a dance performance, interpreting movements, commenting on the significance of costume and interpreting messages conveyed through the performance

  VCHIC060 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | 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

• 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

• VCHIC028

  Recognise that ways of communicating in different languages reflect ways of behaving and thinking

  Elaborations

  • recognising differences in attitudes or ways of expressing feelings when using Hindi or English, for example, when being polite and respectful, when thanking or sympathising with people or when exchanging wishes on special occasions
  • identifying non-verbal aspects of communication in Hindi that may be unfamiliar to non-Hindi speakers, such as the way that older relatives greet children by holding their hand over the child’s head and saying जीते रहो, or shaking the head from side to side or back and forth to show varying levels of agreement
  • recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect or after an individual name to show affection
  • discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s use of first names with some adults
  • comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

  VCHIC028 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIU069

  Explore how language use varies according to context, purpose, audience and mode of delivery

  Elaborations

  • comparing and explaining the use of different styles of communication in different contexts, such as respectful, devotional or colloquial forms of expression आपकी यात्रा मंगलमय हो,सब ठीक-ठाक है?
  • identifying differences in features and register between spoken and written language, for example, in apologies, invitations or narratives कल मेरे घर आना, कल हमारे घर पधारिए/दर्शन दीजिए
  • comparing language and textual features used when communicating with different age groups, for example, amusing rhymes and terms of affection for small children, devotional texts for religious expression
  • identifying variations in language use between people of different ages, gender or status, for example, ways of showing authority or expressing humility
  • understanding that facial expressions, gestures and body language are key elements of communication and that they can be interpreted differently by different people
  • explaining variations in style, content and register 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

  VCHIU069 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU033

  Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | 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

• VCHIC094

  Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • collecting information from print and digital sources on social or environmentally related events, recording key facts and associated vocabulary for use in their own projects, for example, प्रदूषण एवं पर्यावरण; स्वच्छ भारत; गंगा नदी की सफ़ाई; स्वच्छ ऑस्ट्रेलिया दिवस
  • collecting information via surveys or face-to-face conversations with friends and family members on questions related to social behaviours or trends, such as preferred modes of communication, for example, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग, compiling a summary of findings in table or graph form
  • listening to recordings of phone conversations, announcements or radio interviews, transcribing key facts or details such as dates, times, events or locations in note form or through checklists or timelines
  • accessing information from videos, books and websites produced in different cultural contexts on topics such as family life, community living, housing or schooling, summarising and reporting back on key trends and cultural factors
  • collecting facts, figures and vocabulary from resources such as posters, websites and brochures, and using them to draft a position for an in-class discussion of a topic such as healthy lifestyles, benefits of travel or animal protection
  • presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

  VCHIC094 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• 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

• 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

• 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

• 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