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• 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

• VCHIC009

  Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels

  Elaborations

  • creating and performing bilingual versions of nursery rhymes such as धोबी और चिड़िया; alternating verses in Hindi and English
  • creating a bilingual picture dictionary for classroom use, labelling items in both languages
  • creating sets of matching vocabulary cards in Hindi and English and playing Matching Pairs or Memory
  • creating captions in Hindi and English for photos or images to create simple bilingual storybooks in print or digital formats
  • creating a personal ID card with details in both Hindi and English, for example, नाम, कद, आँखों का रंग, जन्म तिथि: ‘name’, ‘height’, ‘eye colour’, ‘date of birth’

  VCHIC009 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | 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

• VCHIC019

  Engage in simple interactions such as asking and answering questions or issuing and responding to invitations, and exchange information about their interests, activities and personal worlds

  Elaborations

  • exchanging different types of correspondence such as greeting cards or invitations, using modelled language such as नए साल की बधाई; राखी की शुभ कामनाएँ; ईद मुबारक; शुक्रिया; तुम्हें भी; शिक्षक दिवस शुभ हो
  • exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं पूजा करता हूँ। जल्दी जाग कर मैं इलेक्ट्रॉनिक खेल खेलता हूँ l हर रविवार मैं मंदिर जाता हूँ। सभी लोग बड़े ही उत्साह के साथ बैसाखी मेले जाते हैं।
  • asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार में रंग क्यों लगाया जाता है?
  • responding to frequently asked questions or comments, using appropriate intonation, gestures and short responses, such as ठीक है; जी हाँ; निश्चित रूप से; बिल्कुल ठीक
  • asking each other about their personal worlds, for example, आपका जन्म कहाँ हुआ था? क्या तुम घर पर हिंदी बोलते हो? तुम्हारे पिताजी क्या काम करते हैं? आपके दोस्त कौनहैं? क्या तुम अपनी दादी से प्यार करते हो? आप अपने पालतू कुत्ते की देखभाल कैसे करते हैं?

  VCHIC019 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• 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

• 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

• 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

• VCHIU036

  Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices

  Elaborations

  • understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting a difficult situation
  • identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो
  • noticing how family values such as familiarity, politeness or respect are expressed in Hindi and associated behaviours, for example, addressing cousins or distant male siblings as भइया; the concept of जूठा
  • identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए to guests when they visit
  • noticing that some Australian terms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’
  • recognising words and expressions in Hindi that reflect traditions and distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a religious leader, गुरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages

  VCHIU036 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCHIC110

  Participate in individual and shared projects and activities that involve brainstorming, transacting, negotiating and problem-solving

  Elaborations

  • participating in real or simulated transactions and negotiations, for example, bidding for an item online, ordering food for a class celebration or negotiating purchases of learning resources, for example, आपकी पसंद क्या है? हम कितना खर्च कर सकते हैं? हम में से कितने लोग इसे चुनेगें?
  • compiling a glossary of key terms required to engage in commercial exchanges between English- and Hindi-speaking communities, using language associated with business and communication, such as निवेश, व्यापार, मुद्रा-विनिमय, प्रौद्योगिकी
  • designing resources such as website posts, press releases or flyers to promote action on social or environmental issues, for example, आवासहीनता, पशु क्रूरता, आपातकालीन सहायता
  • participating in imagined scenarios that involve buying and selling, bidding, transacting and negotiating, such as online shopping or conducting a market stall, discussing issues of value, availability and popularity
  • participating in virtual excursions to cultural sites or exhibitions, for example, प्रसिद्ध संग्रहालय, पूजा स्थल, sharing responsibility for different elements of a multimodal report on the experience
  • negotiating roles and responsibilities for the planning, filming and editing of a short documentary on aspects of their shared school experience, for example, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों का इतिहास, ऑस्ट्रेलिया के दर्शनीय स्थान
  • organising a campaign or social media forum to raise awareness of a community, environmental or ethical issue, for example, पर्यावरण परिवर्तन, आप्रवासन, प्रौद्योगिकी और बेरोज़गारी, discussing strategies for responding to possible challenges

  VCHIC110 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising