Hindi: Second Language — Pre-primary to Year 10
Hindi: Second Language — Pre-primary to Year 10 learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6355 | Nadia.Civa@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9442 9434 | Harpreet.Kaur@scsa.wa.edu.au
Hindi: Second Language — Pre-primary to Year 10
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Hindi: Second Language with little to no prior experience of the Hindi language and Indian culture.
In Pre-primary, students communicate in Hindi, exchanging greetings and simple information about themselves with their teacher and peers through action-related talk and structured play. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories and rhymes, or to respond to teacher talk and instruction in Hindi. Students recognise pictures, key words and phrases of spoken and written Hindi in rhymes, songs and titles, and convey factual information about their personal worlds using gestures and familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non‑verbal forms of expression.
Students become familiar with the systems of the Hindi language, recognising and experimenting with reproducing the sound of the vowels and consonants of spoken and written Hindi by singing, reciting and repeating words and phrases in context. They begin recognising letters of the Devanagari script and experiment with writing their own names. Students notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Pre-primary, students recognise that while English is the most commonly spoken language in Australia, Hindi is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which are spoken in Australia. They also notice similarities and differences between Hindi and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Hindi in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement, assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers through action-related talk and structured play to exchange greetings; for example, नमस्ते गुरुजी!; नमस्ते स्वराज तुम कैसे हो?; मैं ठीक हूँ।; नमस्ते मिसिज़/ श्रीमती गुप्ता आप कैसी हैं?; धन्यवाद राजेश; फिर मिलेंगे
Introduce and share information about themselves; for example, तुम्हारा/आपका नाम क्या है?; मेरा नाम शायरी है।; तुम कितने साल की हो?; सात साल की/ मैं सात साल की हूँ।; क्या तुम्हें तैरना पसंद है?; जी हाँ पसंद है/ नहीं पसंद है।; माफ़ करो; मुझे लाल फूल दो।
Participate in shared actions with teacher and peers, using simple, repetitive key words, images, movement and songs; for example, मछली जल की रानी है।; नानी तेरी मोरनी को मोर ले गए।; लकड़ी की काठी।; अ से अनार आ से आम
Respond to teacher talk and instruction; for example, खड़े हो जाओ; इधर देखो; मेरी बात सुनो; धीरे बोलो।
Informing
Recognise pictures, symbols, key words and phrases of spoken and written Hindi in rhymes, songs, labels and titles related to their personal worlds
Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
Creating
Engage by listening to and viewing short imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression; for example, लल्ला लल्ला लोरी दूध की कटोरी; चंदा मामा दूर के
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression; for example, पानी बरसा छम छम छम; हाथी राजा कहाँ चले
Translating
Share with others familiar Hindi words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other languages
Reflecting
Begin to notice how Hindi feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language/s
Understanding
Systems of language
Recognise and reproduce the sounds of the vowels and consonants of spoken and written Hindi by singing, reciting and repeating words and phrases in context
Experiment with forming some letters; for example, write their own names
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and recognising some first elements of the Hindi grammatical system, including:
- identifying people using singular subject pronouns; for example, तुम; आप; मैं; वह
- recognising gender usage in nouns; for example, मुर्गा; मुर्गी; बकरा; बकरी
- recognising and using the nouns for common objects around them; for example, मेज़; कुर्सी; पुस्तक
- showing understanding by responding to directions; for example, बैठ जाओ; पानी पियो
- using numbers while referring to objects; for example, एक बिल्ली; दो फूल
- developing number knowledge for one to ten
Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
Language variation and change
Recognise that in Hindi, as in English and other languages, there are different ways of greeting and interacting with people according to different ages and/or different degrees of familiarity
Role of language and culture
Recognise that Hindi is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
Achievement standard
At standard, students use action-related talk, structured play, classroom instructions and routines when participating in spoken interactions to exchange greetings using culturally appropriate gestures and providing simple information in Hindi about themselves. Students recognise most pictures, symbols, keywords and some phrases of spoken Hindi relating to aspects of their personal worlds and convey most simple, factual information with guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, and respond with guidance, using verbal and non-verbal forms of expression. Students share with others familiar Hindi words, phrases and gestures and explore how these may have similar or different meanings in English. They begin to talk about how Hindi feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the Hindi language, with a satisfactory level of accuracy, experimenting with reproducing the common sounds and rhythms of spoken Hindi. They begin to build vocabulary to identify familiar objects and environments and develop number knowledge. Students comment on how language is organised as ‘text’. They identify the different ways of interacting with people of different ages and degrees of familiarity and usually act accordingly. Students recognise Hindi as one of many languages spoken in Australia and around the world and begin to develop curiosity around the ideas of language and culture.
Year 1 Syllabus
Year Level Description
Year 1 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Pre-primary and focuses on extending students’ oral communication skills. Typically, the students’ only exposure to and experience of the Hindi language and Indian culture is from their school learning environment.
In Year 1, students communicate in Hindi, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided collaborative tasks using simple modelled language in songs, rhymes and games to support understanding and to convey meaning, or to respond to teacher talk and instruction in Hindi. Students locate key words and information in simple spoken and written texts about their personal worlds and convey factual information using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.
Students become familiar with the systems of the Hindi language, recognising and experimenting with reproducing the common vowel sounds and rhythms of spoken Hindi, and notice that Hindi is written horizontally from left to right using the Devanagari script. They notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Hindi, and that Hindi and English borrow words and expressions from each other. They recognise that in Hindi, as in English and other languages, there are different ways of greeting and interacting with people.
Students learn Hindi in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement, assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers orally and in writing to share information about themselves, their age and where they live, and to talk about their favourite things; for example, मेरा नाम आनंद है।; मैं आठ साल का हूँ।; तुम कहाँ रहते हो?; मैं पर्थ में रहता हूँ।; मुझे केला और अंगूर बहुत पसंद है।; मुझे तैरना अच्छा नहीं लगता।; अनमोल क्या आपके पास मोबाईल फ़ोन है?; हाँ है।
Participate in guided collaborative tasks, using simple modelled language in songs, rhymes, games, gestures and pictures to support understanding and to convey meaning; for example, अक्कड़ बक्कड़ बम्बे बो; सिर कंधे घुटने पैर घुटने पैर; मेरी बारी; अब तुम्हारी बारी; फेंको; दौड़ो; भागो
Respond to teacher talk and instruction; for example, यह लीजिए; मेरे पास पेंसिल है; जी हाँ मुझे देर हो गई।; धन्यवाद
Informing
Locate key words and information in simple spoken and written texts, such as charts, lists, labels and captions, rhymes and songs related to their personal worlds
Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements
Creating
Participate in listening to and viewing short imaginative texts and responding through action, dance, singing, drawing and collaborative retelling; for example, हम होंगे कामयाब; राष्ट्रीय गान; कछुआ और खरगोश
Participate in the shared performance of songs, rhymes and stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language; for example, चुन्नू मुन्नू थे दो भाई; एक मोटा हाथी झूम के चला
Translating
Share with others simple Hindi expressions, sounds and gestures, name familiar objects and use Hindi and/or English to conduct simple conversations
Reflecting
Notice ways of speaking in Hindi that appear different from their own ways and become aware of how voice, behaviour and body language may change when speaking Hindi
Understanding
Systems of language
Understand how vowels are pronounced without obstructing the flow of air from the mouth, while consonants are pronounced by obstructing different parts of the mouth
Recognise and reproduce the sound of the 13 vowels and the 36 consonants of Hindi
Build phonic awareness, focusing on difficult sounds, for example ख,घ,त,थ,द,ध भ,ढ,ण,ञ, and learn to pronounce them accurately, and to understand that v and w are both pronounced as व
Recognise that Hindi is written horizontally from left to right using the Devanagari script, letters are joined by a line on top to form a word, and like in English, there are spaces between words
Recognise that Hindi is written horizontally from left to right using the Devanagari script, letters are joined by a line on top to form a word, and like in English, there are spaces between words
Begin to write the letters of Hindi and join two letters with the line on top to form simple words; for example, चल; घर; टब
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and some first elements of the Hindi grammatical system, including:
- identifying people using singular and plural subject pronouns; for example, तुम्हारा; आपका; हमारा; उनका
- extending the understanding of gender to objects; for example, बड़ा सेब; बड़ी गाजर; पतली सूई; मोटा धागा
- recognising and using simple adjectives to describe things; for example, ठंडा पानी; सुंदर फूल; ऊंचा पेड़; छोटी चिड़िया
- beginning to use simple sentence structure; for example, यह मेरा बस्ता है
- expressing negation by using words such as ना; नहीं; मत
- showing understanding of location and position; for example, यहां आओ; वहाँ रखो; इधर देखो; दायें; बाएं
- beginning to locate events in time by using the months of the year and the seasons; for example, जनवरी, फ़रवरी, सर्दी गर्मी
- developing number knowledge for 11 to 20
Understand that language is organised as ‘text’ and that different types of texts have different features
Language variation and change
Recognise that Hindi speakers use language differently in different situations, such as when socialising with peers and friends or at home with family
Role of language and culture
Recognise that Australia is a multilingual society with speakers of many different languages, including Hindi, and that Hindi and English borrow words and expressions from each other
Achievement standard
At standard, students use simple modelled language, gestures and other forms of expression, with occasional guidance, when participating in spoken and written interactions in Hindi, to share information about themselves, their age and where they live, and to talk about their likes and dislikes. They locate some key words and information in simple texts and convey some factual information about their personal worlds using verbal and non-verbal forms of expression. Students respond to short imaginative texts and participate in the shared performance of these texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. When translating, students use Hindi and/or English to share with others simple Hindi expressions, sounds and gestures and to name some familiar objects. They talk about how voice, behaviour and body language may change when speaking Hindi.
Students become familiar with the Hindi sound and writing systems, recognising simple vocabulary to identify and describe familiar animals, objects and environments, and using some first elements of grammar, with a satisfactory level of accuracy. They make some comments about how language is organised as ‘text’ and that different types of texts have different features. Students recognise that there are different ways of interacting with people in Hindi, and usually act accordingly. They recognise that Hindi is one of the many languages spoken in Australia and identify some words and expressions that Hindi and English borrow from each other.
Year 2 Syllabus
Year Level Description
Year 2 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 1 and focuses on extending students’ oral communication skills.
In Year 2, students communicate in Hindi, interacting with their teacher and peers in routine exchanges, such as asking each other how they are, offering wishes and sharing information about events in the day and over the year. They participate in guided collaborative tasks, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Hindi. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds. They participate in listening to, viewing and reading imaginative texts, and create stories and perform imaginative scenarios.
Students become familiar with the systems of the Hindi language, recognising and reproducing the sounds and rhythms of spoken Hindi. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and some first elements of grammar in simple spoken and written texts, such as tenses and gender, and begin to spell simple, high-frequency words using matras to generate language for purposeful interaction.
In Year 2, students recognise that all languages, including Hindi, change continuously over time through contact with each other and changes in society. They understand that Hindi speakers change how they use language in different situations and according to cultural norms.
Students learn Hindi in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers orally and in writing to participate in routine exchanges, asking each other how they are and offering wishes, and to share information about events in the day and over the year; for example, सुप्रभात गुरुजी; मेरा जन्मदिन ४ जनवरी को है।; दिवाली की शुभकामनाँए!; नया साल मुबारक!; जन्मदिन की बधाई!; आपका स्वागत है।; तुम्हें कौनसा जानवर ज्यादा पसंद है?; चिड़ियाघर में शेर, भालू, और गैंडा भी हैं।; दिल्ली में मौसम कैसा है?; आज बहुत गर्मी है।
Participate in guided collaborative tasks, transactions and games, taking turns, exchanging and negotiating, using simple language; for example, participating in traditional Indian games such as खो-खो; पिट्ठू; पोशम पा and using appropriate language while playing, like पकड़ो; फेंको; शाबाश; अच्छा खेला; अब किसकी बारी?; अगर तुम मुझे नीली गेंद दो तो मैं तुम्हें एक पीली गेंद दूँगी।; मैं नहीं खेलूँगी क्योंकि मेरे पास बैट नहीं है।
Respond to teacher talk and instruction; for example, क्या यह तुम्हारा/ आपका है?; जी हाँ यह मेरा है; आध्यापिकाजी मुझे समझ नहीं आया।
Informing
Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
Convey factual information about their personal worlds using familiar words, phrases and simple statements
Creating
Participate in listening to, viewing and reading imaginative texts and responding through action, performance, shared reading and collaborative retelling
Create stories and perform imaginative scenarios through role play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language
Translating
Translate for others what they can express in Hindi, interpreting simple expressions and songs, and explaining how meanings are similar or different in English or other languages
Reflecting
Recognise similarities and differences between aspects of Hindi and Australian cultural practices, and related language use
Understanding
Systems of language
Recognise that matras are another form of the long and short vowels
Reproduce the sound of the vowels with consonants; for example, का, कि; की; कु; कू; के; कै; को; कौ; कं
Recognise and reproduce pronunciation conventions, making connections between Hindi and English sounds including blends; for example,
च (ch); श (sh); थ (th)
Recognise the placement of Hindi letters below the line, in contrast to English letters written on the lines
Begin writing Hindi words, joining letters with the line on top
Begin to spell simple, high-frequency words using matras; for example, घास; मोटर; केला
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and some first elements of the Hindi grammatical system, including:
- using words to ask questions; for example, कौन आया है?; तुम कहाँ रहते हो?; पंकज भैया कब आएंगे?; दीदी स्कूल कैसे जाती हैं?
- understanding the use of past, present and future tense to write simple sentences; for example, आज तुम जलेबी खाओ; कल मैं लड्डू खाऊँगा
- observing the relationship between gender and verb endings; for example, लड़का लिखता है; लड़की लिखती है; हम लिखते हैं
- using singular and plural masculine and feminine forms of nouns; for example, घोड़ा; घोड़ी, घोड़े; घोड़ियाँ; लीची; लीचियाँ
- beginning to describe quantity using cardinal numbers; for example, तीन कुर्सियाँ; बीस पेड़
- locating events in time by using the days of the week
- developing number knowledge for 21 to 31
Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
Language variation and change
Understand that Hindi speakers use language differently in different situations and according to cultural norms, such as when at home with family or in the classroom
Role of language and culture
Recognise that all languages, including Hindi, change continuously over time through contact with each other and through changes in society
Achievement standard
At standard, students use simple modelled language when participating in spoken and written routine exchanges in Hindi, to share information about how they are, offer wishes and talk about events in the day and over the year. Students identify some specific points of information in simple texts to mostly complete guided tasks, and they make use of familiar words and phrases, simple statements and modelled language, to convey factual information about their personal worlds. They listen to, view and read imaginative texts and respond in some detail using simple verbal and non-verbal forms of expression and some modelled language. Students create stories and perform imaginative scenarios, using familiar words and modelled language. They translate for others some of what they can express in Hindi, and state how meanings are similar or different in English. Students recognise similarities and differences between cultural practices and related language use of Hindi-speaking communities and of Australia.
Students become familiar with the Hindi sound and writing systems, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts. They identify some different forms of texts that use different structures and features to achieve their purpose. Students identify some ways Hindi speakers use language differently in different situations, and between people, and some ways that the Hindi language has changed over time through its contact with other languages and changes in society.
Year 3 Syllabus
Year Level Description
Year 3 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Hindi, interacting with their teacher and peers to exchange information about friends and family members. They participate in individual and collaborative tasks that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Hindi language, understanding that it is a phonic language, pronounced exactly as it is written. They recognise and begin to write high‑frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as noticing that every object has a gender, to generate language for purposeful interaction. Students begin to develop a metalanguage in Hindi for talking about language, using terms similar to those used in English.
Students understand and demonstrate how language use varies according to the participants’ identity and context of use. They notice differences between Indian, Australian and other cultures’ practices and how these are reflected in language.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded, and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Hindi as much as possible for classroom routines and social interactions, and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about friends and family members; for example, मेरी दो बहनें और एक भाई हैं।; मेरे भाई का नाम अर्जुन है और वह बहुत तेज़ दौड़ता है।; मेरा मित्र उमंग बहुत अच्छा गाता है।; वो दस साल का है।; मेरी नानी रोज़ साड़ी पहनतीं हैं।
Participate in routine exchanges, such as asking each other how they are; for example, मिली तुम कैसी हो?; मैं बिल्कुल ठीक हूँ गुरुजी।; अच्छा कल फिर मिलेंगे।; शुभरात्री मायरा।; आज तुम कौनसा फल खाओगी?
Participate in individual and collaborative tasks that involve following instructions, asking questions, making statements and asking for help and permission; for example, थोड़ा मैं लिखता हूँ बाकी तुम लिखो।; अब मैं काटता हूँ तुम चिपकाओ।; पतीले में पानी गरम करो; यह क्या है?; मुझे माफ़ कीजिए समझ नहीं आया; क्या आप मेरी मदद करेंगे?; मदद के लिए धन्यवाद।
Informing
Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds
Convey factual information about their personal worlds using simple statements, short descriptions and modelled texts
Creating
Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes; for example, खट्टे अंगूर; लालची बिल्लियाँ; गांधी जी के तीन बन्दर
Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports
Translating
Translate words and expressions in simple texts, such ascaptions, story titles or recurring lines in a story, noticing which ones are difficult to interpret; for example, आँखों का तारा; चंदा मामा
Reflecting
Notice what looks or feels similar or different to their own language and culture when interacting in Hindi; for example, the way that older relatives greet children by holding their hand over the child’s head and saying जीते रहो।
Understanding
Systems of language
Understand that Hindi has no silent letters
Understand the formation of conjunct consonants; for example, क्ष, त्र, ज्ञ
Develop a bank of words beginning with each letter; for example, खरगोश; खाना; खरबूज़ा; टमाटर; टोपी; टेढ़ा
Recognise how Hindi words are pronounced with a nasal sound when written with a bindu (ं), for example, नहीं; बंदर, or chandrabindu (ँ), for example, माँ; कहाँ
Understand the use of the underdotted characters (◌̣) क़ ज़ फ़ ग़ ख़ in words loaned from other languages
Begin to write sentences using four or five words and a full stop; for example, वीना बाज़ार जा रही है।
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and elements of the Hindi grammatical system, including:
- describing quantity using cardinal numbers; for example, दो बकरियाँ; बारह पक्षी
- noticing that every object has a gender; for example, बड़ा पेड़ गिर गया।; उसकी डाल टूट गई।
- using additional possessive adjectives to show ownership; for example, मेरा दोस्त; उसकी सहेली; हमारा घर; मेरा प्रिय खेल
- understanding that Hindi punctuation is the same as in English, except for the full stop, which is written as a vertical line (I)
- developing number knowledge for 31 to 40
Begin to develop a metalanguage in Hindi for talking about language, using terms similar to those used in English
Recognise the particular language features and textual conventions in simple and familiar spoken, written and multimodal Hindi texts
Language variation and change
Understand and demonstrate how language use varies according to the participants’ age, gender and relationship and the context of use
Role of language and culture
Notice differences between Indian, Australian and other cultures’ practices and how these are reflected in language
Achievement standard
At standard, students use simple modelled language, when participating in spoken and written interactions, to exchange information about friends and family members. Students locate specific points of information in short texts and convey factual information about their personal worlds with simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. Students create and perform short imaginative texts that use modelled language as well as simple visual supports. They translate words and expressions in simple texts, including English words that have been incorporated into Hindi language, with a satisfactory level of accuracy. When interacting in Hindi, students talk about what looks or feels similar to or different from their own language and culture.
Students become familiar with the Hindi sound and writing systems, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts. They begin to describe, with guidance, how the Hindi language works, using terms similar to those used in English, and apply some of the language features and textual conventions in simple and familiar Hindi texts. Students show how language use varies according to the participants’ age, gender and relationship and the context of use. They talk about the differences between Indian, Australian and other cultures’ practices and how these are reflected in language.
Year 4 Syllabus
Year Level Description
Year 4 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Hindi, interacting with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Hindi language, experimenting with the pronunciation of vowel sounds and intonation patterns. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as using adjectives to describe qualities or characteristics, conjunctions to make compound sentences and the present, past and future tenses to indicate time. Students develop a metalanguage in Hindi for talking about language, using terms similar to those used in English.
Students understand that Hindi is an important global language and make connections between culture and language use.
In Year 4, students continue to be encouraged to use Hindi as much as possible for social interactions and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests; for example,
मैं स्कूल ७ बजे जाता हूँ।; शनिवार को मैं ओडिसी नृत्य सीखती हूँ।; रविवार को हम सब फिल्म देखने जाते हैं।; मैं ६ बजे उठकर योग करती हूँ।; स्कूल से आने के बाद मैं संगीत सुनती हूँ।; मैं अभी स्कूल जा रहा हूँ, पर शाम को मैं क्रिकेट खेलने स्टेडियम जाऊँगा।
Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions while creating a display or conducting a role play or scenario, science experiment, cooking or craft activity; for example, क्या मैं पुस्तक ले लूँ?; तुम्हारे स्कूल में खेलदिवस कब है?; उदिता क्या तुम घर के बाहर सुन्दर रंगोली बना सकती हो? अकबर और बीरबल का नाटक ठीक-ठाक हो गया; सबसे पहले कढ़ाही में तेल डालना है।
Informing
Locate and process factual information in a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
Creating
Participate in and respond to imaginative texts, discussing messages and using modelled language to make statements about characters or themes
Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language; for example, भाई की कलाई पर राखी बांधना
Translating
Translate words, phrases and expressions in simple texts, for example भुक्कड़ इल्ली The Very Hungry Caterpillar or the Hindi translation of The Gruffalo, to compare meanings and share understandings about aspects of language and culture that are different from English
Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts
Reflecting
Notice and describe how language reflects cultural practices and norms, including non-verbal gestures; for example, shaking one’s head to indicate yes or no; touching the feet of elders to seek their blessings; suffixing the names of people with जी to show respect
Understanding
Systems of language
Recognise different intonation for questions, statements and commands
Recognise and write high-frequency words and expressions in familiar contexts, such as classroom objects, such as पुस्तक; कंप्युटर; अलमारी, or items of clothing, such as साड़ी; पतलून; कुर्ता
Recognise how some Hindi words are borrowed from other languages including Portuguese, Arabic and Persian and could be pronounced and written with a dot below the letters; for example, क़, ज़, ख़, ग़, फ़, कागज़, लिफ़ाफ़ा
Understand how the pitch and stress can convey the meaning of even unfamiliar words
Begin to write compound sentences using conjunctions; for example, यह मिठाई बहुत स्वाद लग रही है, पर मुझे भूख नहीं है।
Generate language for a range of purposes in simple spoken and written texts by recognising and using context-related vocabulary and elements of the Hindi grammatical system, including:
- using adjectives to describe the qualities or characteristics of a person or object and noticing that they change with number and gender; for example, अच्छी लड़की; अच्छा लड़का; अच्छे बच्चे
- using conjunctions such as लेकिन; और; मगर to make compound sentences
- applying the knowledge of present, past and future tense in sentences; for example, मैं बुआ से मिलने दिल्ली गया था; मैं चाचा के साथ मुंबई जा रहा हूँ; मैं नानी के घर जाऊंगी
- using specific vocabulary related to important events and celebrations; for example, Diwali; Holi; Dussehra; Independence Day
- using suitable language while telling the time; for example, साढ़े सात बजे; चार बजकर दस मिनट; दो बजने में पाँच मिनट
- developing number knowledge for 40 to 60
Begin to develop a metalanguage in Hindi for talking about language, using terms similar to those used in English
Notice differences in familiar texts, such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose
Language variation and change
Understand that different ways of using the Hindi language reflect different regions and countries, different relationships and different ways of making meaning
Role of language and culture
Understand that Hindi is an important global language used by communities in many countries around the world and that it has connections with several other languages
Make connections between language use and culture by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
Achievement standard
At standard, students use simple familiar language, with occasional guidance, when participating in spoken and written interactions, to exchange information about their daily routines at home and school, and their interests. They participate in most tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate, process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to imaginative texts, using modelled language, to make statements about characters or themes. Students create and perform short imaginative texts, using familiar expressions, simple statements and modelled language. They use dictionaries with guidance, word lists and pictures to translate simple familiar texts. Students share meanings and share understandings about aspects of Hindi language and Indian culture that are different from English.
Students become familiar with the Hindi sound and writing systems, with a satisfactory level of accuracy, using vocabulary and applying elements of grammar in simple spoken and written texts related to their daily routines at home and school and their interests. They begin to describe how the Hindi language works, using terms similar to those used in English with guidance. Students make some simple comparisons between features of familiar texts. They state that Hindi is an important global language and list connections with several other languages. Students make some connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.
Year 5 Syllabus
Year Level Description
Year 5 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture.
In Year 5, students communicate in Hindi, initiating interactions with their teacher and peers to exchange information about their home, neighbourhood and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information and supporting details and ideas from texts related to their personal and social worlds. They engage with imaginative texts, sharing responses to characters, events and ideas, and make connections with their own experiences and feelings. Students create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings.
Students become more familiar with the systems of the Hindi language. They write words with complex spelling, using short sounds and conjunct letters. They distinguish between similar sounding words and understand that certain words are pronounced differently from the way they are written. Students use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, including using different verb tenses such as past, present and future to demonstrate how actions completed at a particular time are described. They build a metalanguage in Hindi to comment on vocabulary and grammar and describe patterns, grammatical rules and variations in language structures.
Students show understanding that there are different forms of spoken and written Hindi used in different contexts within India and in other regions of the world. They are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Hindi. They are supported to use Hindi as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.
Communicating
Socialising
Initiate interactions with teacher and peers orally and in writing to exchange information about their home, neighbourhood and local community; for example, अतुल की दादी एक पुराने घर में रहती हैं, जो 100 साल पुराना है।; उसकी छत ऊंची है और बगीचा बहुत बड़ा है।; वहाँ जामुन, अमरूद, आम और लीची के पेड़ हैं।; आप हमें अपने गाँव के बारे में बताईये।; मुझे लगता है कि हम सबको मिलकर दिल्ली जाना चाहिए।
Engage in individual and collaborative tasks that involve organising displays, planning outings, conducting events such as performances, or activities such asbuilding models, and completing transactions in places such as a café or a market; for example, दीदी चलो आज बाहर खाना खाने चलें; इस ढाबे की सबसे स्वादिष्ट सब्जी कौनसी है?; मेरे लिए एक प्लेट छोला भटूरा लाओ। जी हाँ, मैं समझ गई।; यह तो बहुत आसान है।; ठीक है; मुझे ऐसा लगता है…; क्या हम इस बात पर चर्चा कर सकते हैं?
Informing
Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
Creating
Share responses to characters, events and ideas in imaginative texts, such asstories, dialogues, cartoons, television programs or films, and make connections with their own experience and feelings
Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings
Translating
Translate simple texts from Hindi to English and vice versa, noticing which words or phrases require interpretation or explanation; for example, पेट में चूहे दौड़ रहे हैं; मेरी नाक कटा दी
Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts
Reflecting
Compare ways of communicating in English-speaking and Hindi-speaking contexts and identify ways in which culture influences language use; for example, तुम देखो; आप देखिए; आप देखिएगा depending on the context
Understanding
Systems of language
Understand how words are written using short sounds such as आधा (बच्चा); हलंत (विद्यालय); संयुक्त अक्षर (राक्षस)
Distinguish between similar sounding words; for example, दादी; दीदी; मन; मना; माना
Understand how certain words are written differently from how they are pronounced; for example, the written form बहन is pronounced as बेहेन
Begin to develop a bank of words related to the focus topic and practice writing them using different sentence structures; for example, हवाई जहाज़ उड़ रहा है; हवाई जहाज़ ने उड़ान भरी; पायलट ने हवाई जहाज़ को उड़ाया
Generate language for a range of purposes in simple spoken and written texts by recognising and using context-related vocabulary and elements of the Hindi grammatical system, including:
- recognising that certain words are written differently from how they are pronounced; for example, written बहन is pronounced बेहेन
- using singular and plural forms of nouns and pronouns; for example, मैं; हम; तुम; सब; वह; वे
- using compulsion affecting actions such as हमें विध्यालय जाना होगा।; तुम्हें निबंध लिखना पड़ेगा।
- using सवा (quarter past) and पौने (quarter to) when telling the time
- developing number knowledge for 61 to 80 and using a dozen (दर्जन), a decade (दशक) and a century (शतक)
Build a metalanguage in Hindi to comment on vocabulary and grammar and describe patterns, grammatical rules and variations in language structures
Recognise that spoken, written and multimodal Hindi texts have certain conventions and can take different forms depending on the context in which they are produced
Language variation and change
Understand that there are variations in Hindi as it is used in different contexts by different people such as formal/informal register and regional variations
Role of language and culture
Understand that there are different forms of spoken and written Hindi used in different contexts within India and in other regions of the world
Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others
Achievement standard
At standard, students use familiar language when participating in spoken and written interactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar language to participate in tasks that involve planning outings and conducting events. Students gather and compare information and supporting details and convey information and ideas in different formats from texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experiences. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from Hindi to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries, word lists and pictures to translate short familiar texts. Students identify ways in which culture influences language use and provide simple examples when comparing ways of communicating in Australian and Hindi-speaking contexts.
Students become familiar with the Hindi sound and writing systems, with a satisfactory level of accuracy, using a range of vocabulary and developing and applying knowledge of grammatical elements in simple spoken and written texts related to their home, neighbourhood and local community. Students talk about how the Hindi language works, with guidance. They identify that texts have certain conventions and can take different forms. They explain that the differences in how people use Hindi may be due to differences in register and regional variations. Students discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others.
Year 6 Syllabus
Year Level Description
Year 6 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 5 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them, they also become more aware of the similarities and differences between the Hindi language and Indian culture and their own.
In Year 6, students communicate in Hindi, initiating interactions with their teacher and peers to exchange information and relate experiences about free time. They engage in individual and collaborative tasks with peers to plan events or activities to showcase their progress in learning and using Hindi. Students gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They convey information, ideas and opinions, and use them in new ways. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.
Students become more familiar with the systems of the Hindi language, recognising that English loan words are pronounced differently and are written using the Devanagari script. They understand how the र sound can be written differently in various words. Students generate language for purposeful interaction in spoken and written texts using context-related vocabulary and elements of grammar, including using different verb tenses and conjunctions to write compound and complex sentences. They build a metalanguage in Hindi to describe patterns, grammatical rules and variations in language structures.
Students understand that the Hindi language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.
In Year 6, students continue to widen their social networks, experiences and communication repertoires in both their first language and Hindi. They are encouraged to use Hindi as much as possible for interactions, structured learning tasks and language experimentation and practice.
Communicating
Socialising
Initiate interactions with teacher and peers orally and in writing to exchange information and relate experiences about free time; for example, शाम को मैं स्कूल का काम करने के बाद विडिओ गेम खेलती हूँ।; तुम स्कूल के बाद क्या करते हो?; प्रतुल क्या तुम कुल्फ़ी खाने चलोगे?; जब मौसम अच्छा होता है तो मैं समुद्र के किनारे घूमने जाता हूँ।; शाम को कहीं घूमने चलें?
Participate in routine exchanges to express feelings, opinions and personal preferences; for example, आपने तो कमाल कर दिया।; मेरे विचार में स्कूल/ विध्यालय में प्रतिदिन राष्ट्रगान गाया जाना चाहिए।; मैं नहीं मानती कि घर का सारा काम माँ करें।; मैं आपके जन्मदिन पर ज़रूर आऊँगा।
Engage in individual and collaborative tasks to plan events or activities to showcase their progress in learning and using Hindi, developing projects or budgeting for a shared event; for example, आज हम आपके सामने प्रस्तुत करने जा रहे हैं...; बाल दिवस के अवसर पर हम…; राखी बनाने के लिए सबसे पहले…; सब काम समाप्त हो गया?; अभी नहीं हुआ, पर जल्दी हो जाएगा।; आप समझते हैं ना?; आप कितनी तेज़ी से लिख सकते हैं?; यह बहुत कठिन है।; इसमें मुझे क्या करना होगा?
Informing
Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts
Creating
Share and compare responses to characters, events and ideas, and identify cultural elements in imaginative texts
Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts
Translating
Translate and interpret short texts from Hindi to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning
Experiment with bilingual dictionaries and/or online translators, considering the relative advantages and imitations of each resource
Reflecting
Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments
Understanding
Systems of language
Recognise how loan English words are pronounced differently and are written using the Devanagari script; for example, अस्पताल, गिलास, बोतल, कप्तान, तकनीकी
Understand how the र sound can be written differently in different words; for example, वर्ष; प्रवीण; गृह
Continue to develop a bank of words related to the focus topic and practice writing them using different sentence structures
Generate language for a range of purposes in simple spoken and written texts by using context-related vocabulary and elements of the Hindi grammatical system, including:
- distinguishing between intonation patterns of statements, questions and exclamations
- distinguishing between questions and requests; for example, क्या मैं घर जा सकती हूँ?; कृपया मुझे घर जाने दीजिए।
- using different verb tenses such as past, present and future to demonstrate how actions completed at a particular time are described; for example,
मैं कल स्कूल गया था।; मैं स्कूल जाता हूँ।; मैं स्कूल जा रहा हूँ।; मैं कल स्कूल जाऊँगा। - using conjunctions to connect different parts of a sentence; for example, उसने खाना खाया और पढ़ने बैठ गई
- developing knowledge for 81 to 100, one thousand (हज़ार), hundred thousand (लाख) and one million (करोड़) and reading numbers like 1947 as उन्नीस सौ सैंतालीस।
Build a metalanguage in Hindi to describe patterns, grammatical rules and variations in language structures
Understand how Hindi texts use language in ways that create different effects and suit different audiences
Language variation and change
Understand and use Hindi language correctly in different contexts and situations
Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages
Role of language and culture
Understand that the Hindi language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge
Understand that language and culture are integral to the nature of identity and communication
Achievement standard
At standard, students use familiar language when participating in, and sometimes initiating, spoken and written interactions to exchange information and relate experiences about free time. Students collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Hindi. They gather, compare and respond to most information and some supporting details from texts related to their personal and social worlds, and they convey simple information, ideas and opinions, selecting texts to suit audience and context. Students share and compare, with some guidance, responses to characters, events and ideas and identify several cultural elements in imaginative texts. They create or present, occasionally with guidance, simple alternative versions of imaginative texts, adapting elements for different modes or contexts. Students translate short texts from Hindi to English and vice versa, explaining or providing a description, with guidance, to some familiar words or expressions that do not directly translate between languages. Students experiment with and discuss the usefulness of various forms of dictionaries. They engage in intercultural experiences, describing some aspects of language and culture that are unfamiliar, and discuss their own reactions and adjustments.
Students are becoming more familiar with the Hindi sound and writing systems, with a satisfactory level of accuracy, using vocabulary and expressions related to experiences about free time, and applying knowledge of grammatical elements, in simple spoken and written texts. Students talk about how the Hindi language works, describing patterns, grammatical rules, and variations in language structures. They describe how Hindi texts use language in ways that create different effects and suit different audiences. Students explain how language and culture are integral to the nature of identity and communication.
Year 7 Syllabus
Year Level Description
Year 7 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture. Some students begin Year 7 with proficiency in languages other than Hindi and bring existing language learning strategies and intercultural awareness to the new experience of learning Hindi. Students’ growing textual knowledge, developed through English literacy, supports their developing Hindi literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
In Year 7, students communicate in Hindi, initiating and participating in interactions with peers and known adults to exchange information about and share opinions, thoughts and feelings about people, social events and school experiences. They engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas in texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts. Students respond to imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences. They create and present simple individual and shared imaginative texts to entertain peers and younger audiences.
Students better understand the systems of the Hindi language when encountered in spoken and written texts. They use features of the Hindi sound and writing systems, with all the vowels and consonants, while focusing on difficult sounds. Students consolidate the use of all the matras and understand conjunct consonants. They demonstrate the nasal sound by using bindu or chandrabindu. Students learn to use the under-dotted characters and the Chandra, especially when writing words borrowed from other languages. They generate language for purposeful interaction in spoken and written texts by using context-related vocabulary and applying elements of grammar, including creating different types of statement sentences, interrogatives and exclamations, and using a range of tenses to describe routines and actions. Students continue to build a metalanguage in Hindi to describe grammatical concepts and organise learning resources.
Students recognise that the Hindi language is used differently according to the context and situation. They acknowledge that languages change over time and influence one another.
In Year 7, students reflect on changes in their own use of language/s over time, noticing how and when new ways are adopted, or existing ways adapted.
Communicating
Socialising
Initiate and participate in interactions with peers and known adults orally and in writing to exchange information about and share opinions, thoughts and feelings on people, social events and school experiences; for example, मेरा भाई मुझे बहुत तंग करता है।; कल रात मैं अपने दोस्तों के साथ सिनेमा देखने गया था।; हमें बहुत मज़ा आया था।; मुझे संगीत, चित्रकला और योग का शौक है।; हमारे मामा की शादी दिसम्बर में, दिल्ली में होगी।; मैं शादी पर लहंगा पहनूँगी और मेरा भाई शेरवानी पहनेगा।; वह बहुत प्रसन्न है।
Engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions, such as hosting a Hindi class or an Indian visitor, or organising an excursion to an Indian restaurant, the cinema, a music concert or a मेला mela
Informing
Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds
Organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts
Creating
Respond to imaginative texts, such as songs, poems, plays or stories, by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences
Create and present simple individual and shared imaginative texts that involve imagined characters, places and experiences to entertain peers and younger audiences
Translating
Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other; for example, चोर की दाढ़ी में तिनका; नाक कटा देना
Reflecting
Interact and engage with members of the Hindi-speaking community to share and compare aspects of culture that affect communication and notice how own culture impacts on language use, for instance, ways of expressing feelings or politeness protocols associated with social events; for example, क्षमा कीजिए मैं नहीं आ सकता।; मुझे माफ़ करो मुझसे गलती हो गई।
Consider how their own biography, including personal experiences, family origins, traditions, beliefs, interests and experience, influences their identity and communication
Understanding
Systems of language
Use the features of the Hindi sound system, with its vowels and consonants, and build phonic awareness while focusing on difficult sounds; for example, ग, घ, ट, त, द, ध, भ
Consolidate the use of all the matras, linking them to long and short vowels
Show understanding of how conjunct consonants क्ष, त्र, ज्ञ, ऋ are formed and pronounce them accurately
Distinguish the use of bindu (ं) and chandrabindu (ँ) to pronounce Hindi letters with a nasal quality
Recognise and correctly pronounce the under-dotted characters क़, ख़, ग़, ज़, फ़
Recognise that Hindi is written from left to right, using the Devanagari script, with the letters being joined on top by a line to form a word, and, like in English, there are spaces between words
Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Hindi grammatical system, including:
- describing nouns using adjectives and changing their form with a change in gender; for example, छोटा चूहा; छोटी गिलहरी; बड़ा शेर, बड़ी मछली
- demonstrating the use of suitable pronouns for singular and plural nouns; for example, वह लड़का; वे लोग; मेरा भाई; हमारी बहन
- using a range of tenses to describe routines and actions; for example, मैं आम खा रहा हूँ; मैं आम खाता हूँ; मैंने आम खाया था; मैं आम खाऊँगा।
- using verbs in their negative forms; for example, मैं कभी कैनबरा नहीं गई।; ज़्यादा मिठाई मत खाना।
- using prepositions to describe positions; for example, सीढ़ी के नीचे; छत के ऊपर; अलमारी के पीछे
- creating different types of sentences – statements, interrogatives and exclamations; for example, उसकी कहानी लंबी है; क्या उसकी कहानी लंबी है?; इतनी लंबी कहानी!
- using cardinal numbers and ordinal numbers; for example, पाँच पुस्तकें, दस छाते, पहला, दूसरा, दसवां
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction; for example, the language used in an email to a cousin, compared to an Independence Day speech
Language variation and change
Explore how elements of communication, such as gestures, facial expressions and choice of language, vary according to context and situation
Reflect on changes in their own use of Hindi over time, noticing how and when new ways are adopted, or existing ways adapted
Role of language and culture
Understand that language use reflects cultural expression, assumptions and perspectives
Achievement standard
At standard, students use familiar language when initiating and participating in spoken and written interactions in Hindi to exchange information about people, social events and school experiences. Students engage, with guidance, in the planning of Hindi events or activities and participating in transactions. They access and summarise some key information and supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit audience and context. They express simple opinions and describe some of the themes, key ideas and techniques used in imaginative texts, and create and present simple imaginative texts to entertain peers and younger audiences. They translate texts, with some inaccuracies, noticing when it is difficult to transfer meaning from one language to the other. Students interact with Hindi speakers to share and compare some aspects of culture that affect communication and notice how their own culture impacts on language use. They also consider how their own biography influences their identity and communication.
Students better understand the Hindi sound and writing systems, using familiar vocabulary related to people, social events and school experiences, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They describe how the Hindi language works, using some relevant metalanguage to organise learning resources. Students apply the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction. They discuss how elements of communication and choice of language vary according to context and situation and reflect on changes in their use of language/s over time, noticing how and when new ways are adopted, or existing ways adapted.
Year 8 Syllabus
Year Level Description
Year 8 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Hindi, initiating and participating in interactions with peers and known adults to discuss and share ideas, opinions and experiences of special holidays and travel. They engage in individual and collaborative tasks that involve planning experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds. They organise and present information and ideas to raise awareness of and inform others about texts, using language and modes of presentation to compare perspectives and experiences. Students respond to imaginative texts, analysing the ideas, themes, values and techniques used to entertain audiences, and make connections with personal experiences. They create and present a range of simple imaginative texts, selecting appropriate language, rhythms and images to enrich the visual or listening experience.
Students better understand the systems of the Hindi language when encountered in simple spoken and written texts. They use the features of the Hindi sound and writing systems, recognising the elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning. They generate language for purposeful interaction in spoken and written texts by continuing to extend their knowledge of context-related vocabulary and elements of grammar, including expanding their vocabulary by using prefixes and suffixes to change the meaning of a base word, extending their use of adjectives, using adverbs before verbs and understanding prepositions of time. Students continue to build a metalanguage to describe grammatical concepts and to organise learning.
Students widen their social networks, experiences and communication repertoires in Hindi. They are encouraged to investigate the nature and extent of Hindi language use in both Australian and global contexts, reflect on different aspects of the cultural dimension of learning and using Hindi, and consider how this might be interpreted and responded to by members of the community.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use the Hindi language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Initiate and participate in interactions with peers and known adults orally and in writing to discuss and share ideas, opinions and experiences of special holidays and travel; for example, आपकी भारत यात्रा कैसी रही?; तुम गर्मी की छुट्टी में कहाँ गई थी?; मैं अपने परिवार के साथ पहले वाराणसी गई थी, और उसके बाद हम आगरा होते हुए वापस प्रयागराज आए।; तुम दिवाली पर क्या करते हो?; हम दीयों से घर सजाते हैं और फिर पटाखे जलाते हैं।; इस साल/ वर्ष हमने मित्रों के साथ दिवाली मनाई और खूब मिठाई खाई।
Engage in individual and collaborative tasks that involve planning experiences and activities, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services, such as preparing for a birthday party, दिवाली; दशहरा; स्वतंत्रता दिवस; गणतंत्र दिवस की परेड, a real or virtual event, trip or excursion, a sporting event or community festival
Informing
Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for intended audiences
Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using language and modes of presentation to compare perspectives and experiences
Creating
Respond to imaginative texts, such as raps, poems, cartoons and films, analysing ideas, themes, values and techniques used to engage and entertain audiences, and make connections with personal experiences and other imaginative texts in own language and culture
Create and present a range of simple texts that involve imagined contexts and characters, selecting appropriate language, rhythms and images to enrich the visual or listening experience
Translating
Translate and/or interpret texts including those that use language with colloquial or cultural associations, and consider why there might be differences in interpretation and how language reflects elements of culture
Reflecting
Participate in intercultural interactions with members of the Hindi-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
Understanding
Systems of language
Continue to build on knowledge of the features of the Hindi sound system, with its vowels and consonants, and build phonic awareness while focusing on difficult sounds and consonants
Continue to distinguish the use of bindu and chandrabindu to pronounce Hindi letters with a nasal quality
Recognise and correctly pronounce the underdotted characters as required; for example, खज़ाना, फ़ाइनल
Distinguish loan words from other languages; for example, Persian (ज़मीन, सफ़ेद, शायद) and English (संतरी, अफ़सर, साइकिल)
Understand and apply the use of chandrabindu to pronounce loan words like the original English words; for example, डाक्टर/ डॉक्टर, डालर/ डॉलर
Consolidate the use of punctuation to make meaning in understanding and creating Hindi texts
Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Hindi grammatical system, including:
- extending the use of adjectives to describe nouns and in comparative structures; for example, राम थोड़ा लम्बा है।; पर्थ सिड्नी से अधिक गर्म है।
- using adverbs before verbs; for example, जल्दी रोटी बनाओ।; ज़ोर से खींचो।; प्यार से बोलो।
- understanding prepositions of time; for example, रात को; दोपहर में, साढ़े चार बजे
- identifying the use of prefixes and suffixes to change the meaning and form of a base word; for example, ज्ञान, ज्ञानी, अज्ञानी, ज्ञानपीठ, विज्ञान
- expanding vocabulary by learning antonyms (विलोम); for example, मान, अपमान; स्वर्ग, नर्क
- understanding the use of active and passive voice according to the context; for example, मैंने गाय को चारा खिलाया है; गाय को चारा खिलाया गया है।
- creating compound and complex sentences by using conjunctions; for example, मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख समाप्त कर लूँ।
- recognising and using idiomatic expressions; for example, कोल्हू का बैल; कुत्ते की पूंछ
- using numbers in fraction, multiple and collective form, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
Language variation and change
Examine how elements of communication, such as gestures, facial expressions and choice of language, vary according to context and situation
Investigate the nature and extent of Hindi language use in both Australian and global contexts
Role of language and culture
Reflect on different aspects of the cultural dimension of learning and using Hindi and consider how this might be interpreted and responded to by members of the community
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions to exchange information on special holidays and travel and to collaborate on tasks, activities and transactions. They access, summarise and share key ideas and information from texts and present them in different formats for their intended audiences. Students analyse key ideas, themes, values and techniques in imaginative texts and make some connections with other imaginative texts in their own language and culture. They also create and present simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the experience. Students translate and/or interpret texts, with some accuracy and consider why there might be differences in interpretation. They consider how their biography influences their identity and communication and shapes their intercultural experiences.
Students better understand the Hindi sound and writing systems, using familiar vocabulary related to special holidays and travel, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy.. They apply most of the structures and conventions of a range of text types and identify most key features and functions of the different genres. Students discuss the nature and extent of Hindi language use in both Australian and global contexts and explain the different cultural aspects of learning and using Hindi, considering how this might be interpreted and responded to by members of the community.
Year 9 Syllabus
Year Level Description
Year 9 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in the Hindi language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture.
In Year 9, students communicate in Hindi, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Indian cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Hindi language when encountered in simple spoken and written texts. They use features of the Hindi sound and writing systems, identifying the use of prefixes and suffixes to change the meaning and form of a base word, and applying Hindi phonic and grammar rules to spell and write unfamiliar words. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context-related vocabulary and knowledge of grammatical elements such as consolidating the use of adjectives and including similes and metaphors to enhance the quality of their writing. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Hindi language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships; for example, जब मैं सात साल की थी...; अब मैं ऐसा नहीं कर सकती।; आगे चलकर मुझे...; हमारी आयु में हमें माता पिता की अनुमति लेनी चाहिए।; घर में तुम क्या काम करते हो?; मेरे विचार में...; आपकी क्या सोच है?; मुझे लगता है कि..; तुम बहुत धीरे काम कर रहे हो।
Engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information, such as planning a display or performance to illustrate their memories of aspects of their childhood, or organising a forum to raise awareness of issues of interest to teenagers
Informing
Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Discuss how imaginative texts, such as छंद, लोक गीत, भक्ति गीत,कबीरदास और रहीम के दोहे reflect Indian cultural values or experiences through structure, language and mood to build action, develop character and position the reader/audience
Create and present imaginative texts, designed to engage different audiences, that involve moods and effects
Translating
Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
Reflecting
Monitor language choices when using Hindi, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
Understanding
Systems of language
Understand communicative features of Indian culture, for instance, non-verbal expressions such as touching someone’s feet to seek their blessings or nodding in agreement and using incomplete sentences; for example, अगर तुमने मेरी बात नहीं मानी तो…; आज घर चलो तो सही...
Recognise that local culture influences how people are addressed; for example, in North India a stranger may address a woman as बहनजी or माताजी, while in Bengal she may be addressed as दीदी and in South India she may be called अम्मा or माँ
Apply knowledge of the features of the Hindi sound system, matras, conjunct sounds, bindu and chandrabindu and underdotted characters while pronouncing Hindi words
Apply Hindi phonic and grammar rules to spell and write unfamiliar words
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Hindi grammatical system, including:
- consolidating the use of adjectives, including similes and metaphors, to enhance the quality of their writing; for example, चाँद सा चेहरा; फूल बिछाना
- appreciating the cultural significance of addressing people differently depending on their age and stature; for example, माननीय राष्ट्रपति; महोदय; मान्यवर; पूज्य दादाजी; आदरणीय सभापति; प्रिय नानू
- consolidating the use of adverbs, including the practice of repeating adverbs for emphasis; for example, ज़ोर ज़ोर से चिल्लाओ।; जल्दी जल्दी खाओ।; बार बार लिखो।
- consolidating the use of expanding vocabulary and learning synomyms (पर्यायवाची); for example, जल, पानी, नीर; पृथ्वी, धरती, धरा
- using proverbs to convey meaning; for example, घर की मुर्गी दाल बराबर।; जो गरजते हैं वो बरसते नहीं।
- consolidating the use of prepositions including अंत में; आखिरकार; भारत से लौटकर
- extending the use of conjunctions to create compound and complex sentences; for example, जब अध्यापकजी कक्षा में आए तो हम सब शांतिपूर्वक लिख रहे थे।; जब मैं बारह वर्ष का था तब मैं साइकिल से स्कूल जाता था, क्योंकि हमारे घर के पास से बस नहीं जाती थी।
Further develop a metalanguage to discuss and explain grammatical forms and functions
Examine the interrelationship between different text types, language choices, audience, context and purpose
Language variation and change
Analyse how and why language is used differently in different contexts and relationships
Explore changes to both Hindi and Australian English and identify reasons for these changes; for example, media and new technologies, popular culture and intercultural exchange
Role of language and culture
Explore how Hindi language both reflects and shapes cultural distinctions, with reference to community, social class, gender, generational norms such as showing deference and values such as patience and selflessness
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to exchange information on aspects of childhood, teenage life and relationships, and in tasks, activities and transactions. They analyse ideas and most information and, in part, identify context, purpose and intended audience from texts related to aspects of their personal and social worlds, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students provide examples of how Hindi imaginative texts reflect cultural values or experiences, and create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret texts, with some accuracy, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using Hindi and consider, at times, their own and others’ responses and reactions in intercultural communication.
Students apply, with a satisfactory level of accuracy, the Hindi sound and writing systems when using familiar vocabulary related to aspects of childhood, teenage life and relationships, and using elements of grammar in spoken and written texts. Students use familiar metalanguage to discuss and to explain some grammatical forms and functions. They describe the interrelationship between different text types, language choices, audience, context and purpose. Students describe how and why language is used differently in different contexts and with different speakers, and how language reflects and shapes cultural distinctions, such as community, social class, gender and generation.
Year 10 Syllabus
Year Level Description
Year 10 Hindi: Second Language builds on the skills, knowledge and understanding required to communicate in Hindi developed in Year 9 and focuses on extending students’ oral and written communication skills and their understanding of the Hindi language and Indian culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how the Hindi language may feature in these.
In Year 10, students communicate in Hindi, initiating and participating in sustained interactions with others to discuss young people’s experiences and interests in contemporary culture and social issues. They contribute ideas, opinions and suggestions in individual and collaborative tasks related to exchanging resources and information, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts and identify how context and culture affect how information is presented. They convey information and share comments, experiences and perspectives on texts, using language and various modes of presentation to achieve different purposes. Students analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, and create and present a range of imaginative texts on themes of personal or social relevance.
Students show understanding of the systems of the Hindi language, comparing how Hindi sounds in various parts of India and recognising that each dialect is influenced by the local language of the region. They decide which synonym or form of expression to choose in order to best suit the situation. Students generate language for purposeful interaction in spoken and written texts by extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as applying a range of tenses in complex sentences to describe events across time and using active and passive voices. Students extend their ability to combine two words to make a new word. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that the Hindi language and Indian culture are interrelated and that they shape and are shaped by each other in a given moment and over time.
In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Hindi in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to discuss young people’s experiences and interest in contemporary culture and social issues; for example, अंधविश्वास; स्वच्छता; समाज में महिलाओं का पद; संयुक्त और एकल परिवार; क्या बालिग होने पर बच्चों को अपने माता पिता का घर छोड़ देना चाहिए?
Express feelings and justify opinions; for example, तुम आगे चलकर कौन कौन से विषय पढ़ोगे?;
क्या तुम्हें नई भाषा सीखना कठिन लगता है?;
मेरे खयाल में हम सबको प्रकृति की देख भाल करनी चाहिए;
मैं कानून कि पढ़ाई के बाद वकील बनना चाहता हूँ;
मुझे लगता है...;
मैं आपसे सहमत नहीं हूँ
Contribute ideas, opinions and suggestions in individual and collaborative tasks, exchanging resources and information, solving problems and managing diverse views, such as organising real or simulated forums, social media or daily news segments, protests or rallies to raise awareness of contemporary culture and social issues
Informing
Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds, for instance, regional news headlines, local community announcements and advertisements, and identify how context and culture affect how information is presented
Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, such as poems, short stories, cartoons and films, songs, dance, street art and performance
Create and present a range of imaginative texts on themes of personal or social relevance to express ideas or reflect cultural values, social issues or experience
Translating
Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another; for example, how popular Hindi expressions and idioms (such as जिसकी लाठी उसकी भैंस; नाच ना आवे आँगन टेढ़ा; हाथ कंगन को आरसी क्या) can create confusion when translated literally
Reflecting
Reflect on the experience of learning and using Hindi, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives
Explore and express their own cultural identity and ability to act as a cultural mediator between Hindi speakers and other Australians
(ACLHIC083)
Understanding
Systems of language
Recognise that Hindi sounds different in various parts of India and understand that each dialect is influenced by the local language of the region
Apply the knowledge of non-verbal communicative features of Indian culture to convey feelings and emotions
Consolidate knowledge of the features of the Hindi sound system, matras, conjunct sounds, bindu and chandrabindu and underdotted characters while pronouncing Hindi words
Consolidate the use of Hindi phonic and grammar rules to spell and write unfamiliar words
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Hindi grammatical system, including:
- applying a range of tenses in complex sentences to describe events across time; for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।
- applying active and passive voice across tenses; for example, दादीजी ने मेरे लिए स्वेटर बनाया था।; मैंने दादीजी से स्वेटर बनवाया था।
- applying the understanding of विलोम and पर्यायवाची words to express ideas in different contexts; for example, सूर्य को प्रणाम करो; आज सूरज बहुत तेज़ है; शहीदों के स्मारक पर सुमन अर्पण करो; फूल मत तोड़ो!
- consolidating the use and application of proverbs to enhance meaning and to accurately convey ideas
- applying the knowledge of and use of case (कारक); for example, ने, को, से, के लिए, में, पर
- extending the knowledge of text cohesion and basic joining (सन्धि) rules; for example, word ending in अ plus word starting in उ becomes the सन्धि sound ओ as in पूर्वोत्तर; आ+ओ=औ; सूर्य +उदय = सूर्योदय
Further develop a metalanguage to discuss and explain grammatical forms and functions
Analyse how different types of text incorporate cultural and contextual elements
Language variation and change
Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register
Explain how Hindi language and Indian culture have evolved and how they continue to change over time and understand that language use has the power to influence social and cultural relationships and practices
Role of language and culture
Understand that Hindi language and Indian culture are interrelated and that they shape and are shaped by each other in a given moment and over time
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to provide information on young people’s experiences and interest in contemporary culture and social issues. Students analyse, synthesise and evaluate some ideas and information in texts, and identify how context and culture affect the way in which information is presented. Students explain how different effects are used in imaginative texts to reflect cultural influence and they create and present simple imaginative texts that express ideas, reflect cultural values, social issues or experience. When translating and interpreting from one language to another they describe how cultural perspectives and concepts have been represented. Students describe the experience of learning and using Hindi, considering how intercultural communication involves modifying language and behaviours. They also explore and express their own cultural identity and ability to act as a cultural mediator between Hindi speakers and non-Hindi-speaking Australians.
Students apply, with a satisfactory level of accuracy, the Hindi sound and writing systems when using familiar vocabulary related to discussing young people’s experiences and interest in contemporary culture and social issues, and extending their use of elements of grammar in spoken and written texts. Students use some metalanguage to discuss and explain some grammatical forms and functions. They discuss how different types of text include cultural and contextual elements and explain how and why language is used differently in a range of texts. They describe how Hindi language and culture have evolved, are interrelated and how they shape, and are shaped, by each other.