Pre-primary year syllabusTest
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 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.