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• VCHIU071

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

  Elaborations

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

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

• 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

• VCHIC095

  Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience

  Elaborations

  • creating multimodal texts to share with Hindi speakers in different contexts that capture elements of their personal and social worlds, for example, हमारे स्कूल का एक दिन, मेरी मित्र-मण्डली
  • using different modes of presentation such as photo montages, written journals or recorded interviews to provide information for extended family members overseas about their social and educational experience in Australia
  • creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options
  • presenting information gathered from print media/online sources on selected topics, using formats such as tables, graphs or spreadsheets to present statistical information or captions or spoken commentaries to report on environmental issues such as disaster relief or land degradation
  • creating a short video to post on their school website to report on a good news story, such as a successful fund-raising event or sporting or academic achievements
  • creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

  VCHIC095 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHIC091

  Interact with peers and teacher to exchange greetings, wishes, information and opinions, to talk about their personal worlds and to express feelings

  Elaborations

  • engaging in everyday social interactions such as greetings and farewells, apologies or thanks, using appropriate informal and formal language, such as नमस्ते, फिर मिलेंगे, माफ़ कीजिए
  • exchanging greetings, wishes and congratulations on specific occasions, for example, दीपावली की हार्दिक शुभकामनाएं, दीपों की ज्योति की तरह आपका जीवन भी हमेशा उज्ज्वलित् रहे, परीक्षा पास करने के लिए बधाई हो
  • sharing aspects of their personal worlds and experiences, for example, by describing significant events or milestones or by comparing their experiences of using different languages in different areas of their lives
  • talking about themselves and their families, sharing ideas and opinions and expressing likes, dislikes and preferences, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं; मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि....
  • asking and answering questions about their interests and leisure activities, for example, आप अपनी पढ़ाई और सामाजिक जीवन में संतुलन कैसे बनाते हैं?
  • participating in informal conversations with each other, encouraging equal participation, for example, तुम ने कुछ नहीं कहा, क्या तुम इस से सहमत हो ? and keeping conversation moving by asking for clarification or elaboration, आप ऐसा क्यों कह रहे हैं?
  • maintaining social contact with peers and contacts in other contexts by exchanging emails, posts on shared websites or personal blogs that highlight school, home or leisure activities
  • using descriptive and expressive language, including colloquial expressions, idioms or proverbs, to describe people, places or experiences and to express feelings, for example, अँगुली पर नचाना; नाक में दम करना; मेरी चाचीजी मुझसे बहुत प्यार करती हैं; मैं उनकी आँखों का तारा हूँ; हरे भरे खेत हवा के झोंकों के संग लहलहा रहे थे; पेड़ों के पत्तों में से सूरज की किरणें छन छन कर आ रही थीं। अपने घर में कुत्ता भी शेर होता है।

  VCHIC091 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC011

  Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school

  Elaborations

  • sharing information about their family background, such as country or region of origin, languages and dialects spoken in the home and where extended family members live
  • representing their membership of family, peer or community groups through pictures or captions to photos
  • discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do
  • describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language
  • considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

  VCHIC011 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• 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

• 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

• 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

• VCHIC065

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

  Elaborations

  • comparing views about the nature of identity, for example, by discussing elements that they believe shape and reflect their personal sense of identity, such as community, ethnicity, personality, languages, tastes and interests
  • considering how identity changes over time, taking into account ways of thinking, behaving and communicating, and influences such as education, intercultural experience, digital worlds and popular culture
  • sharing views about the nature of culture, referencing their own relationship with different elements of Indian and Australian cultural experience
  • exploring how individual ways of thinking and communicating both shape and reflect cultural identity
  • considering whether their sense of cultural identity varies according to place, time and situation

  VCHIC065 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• 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

• Languages | Hindi: Rationale and Aims

  Rationale

  Students acquire communication skills in Hindi. They develop  understanding about the role of language and culture in communication. Their reflections on  language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons...

  Overview material | Hindi

• 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

• 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

• Hindi - F–10 Sequence: Levels 3 and 4 description

  Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related...

  Level description | Languages | Hindi | F–10 Sequence

• VCHIU017

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi

  Elaborations

  • understanding that there are many different languages in the world and in the Australian community and that many people speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages
  • identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language
  • identifying different languages that they come into contact with in their extended family and communities

  VCHIU017 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

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

• 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

• 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