Year 9 SyllabusTest
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 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.