Year 3 SyllabusTest
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 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.