Year 5 SyllabusTest
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 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.