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 Punjabi: Second Language with little to no prior experience of the Punjabi language and culture.
In Pre-primary, students communicate in Punjabi, 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 Punjabi. Students recognise pictures, symbols, keywords and phrases of spoken and written Punjabi 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 Punjabi language, recognising and experimenting with reproducing the sound of the consonants and vowels of spoken and written Punjabi by singing, reciting and repeating words and phrases in context. They experiment with the formation of letters and grouping them to make two-letter words. 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, Punjabi 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 Punjabi 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 Punjabi 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, ਦੋਵੇਂ ਹੱਥ ਜੋੜ ਕੇ, ਸਿਰ ਝੁਕਾ ਕੇ - ਸਤਿ ਸ੍ਰੀ ਅਕਾਲ!; ਨਮਸਤੇ!; ਅਸਲਾਮ ਆਲੇਕੁਮ! ਜੀ ਆਇਆ ਨੂੰ!; ਤੇਰਾ ਕੀ ਹਾਲ ਹੈ? ਮੈਂ ਠੀਕ ਹਾਂ, ਧੰਨਵਾਦ। ਤੁਹਾਡਾ ਕੀ ਹਾਲ ਹੈ? ਮੈਂ ਠੀਕ ਹਾਂ।/ਮੈਂ ਠੀਕ ਨਹੀਂ ਹਾਂ।
Introduce and share information about themselves; for example,ਤੁਹਾਡਾ/ਉਸ ਦਾ ਕੀ ਨਾਮ ਹੈ? ਮੇਰਾ/ਉਸ ਦਾ ਨਾਮ... ਹੈ।; ਤੂੰ ਕਿੰਨੇ ਸਾਲਾਂ ਦੀ/ਦਾ ਹੈਂ? ਮੈਂ... ਸਾਲਾਂ ਦਾ/ਦੀ ਹਾਂ। ਤੁਸੀਂ ਕਿੰਨੇ ਸਾਲਾਂ ਦੇ ਹੋ? ਮੈਂ... ਸਾਲਾਂ ਦਾ ਹਾਂ।; ਮੈਨੂੰ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਜਾਣਾ ਚੰਗਾ ਲੱਗਦਾ ਹੈ।; ਮੈਨੂੰ ਤੈਰਨਾ ਬਹੁਤ ਪਸੰਦ ਹੈ।
Participate in shared actions with teacher and peers, using simple, repetitive key words, images, movement and songs; for example, ਇੱਕ, ਦੋ, ਤਿੰਨ, ਚਾਰ...; ਕਿੱਕਲੀ ਕਲੀਰ ਦੀ...
Respond to teacher talk and instruction; for example, ਹੱਥ ਹਿਲਾਓ।; ਤਾੜੀ ਮਾਰੋ।; ਸਿਰ ਝੁਕਾਓ।; ਅੱਖਾਂ ਝਪਕਾਓ।; ਖੜ੍ਹੇ ਹੋ ਜਾਓ।; ਬੈਠ ਜਾਓ।; ਇੱਥੇ ਆਓ।; ਹੌਲ਼ੀ ਬੋਲੋ।
Informing
Recognise pictures, symbols, key words and phrases of spoken and written Punjabi 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, ਘੜੀਏ ਨੀ ਘੜੀਏ, ਸਾਰਾ ਦਿਨ ਟਿੱਕ-ਟਿੱਕ ਕਰਦੀ ਹੈਂ;ਪਿਆਸਾ ਕਾਂ; ਪਾਲਤੂ ਜਾਨਵਰਾਂ ਦੀ ਗੱਲ-ਬਾਤ
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression; for example, ਓ ਅ ਗੀਤ;ਗੁਟੱਰ-ਗੂੰ ਗੁਟੱਰ-ਗੂੰ ਘੁੱਗੀ ਬੋਲੇ ਗੁਟੱਰ-ਗੂੰ
Translating
Share with others familiar Punjabi words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other languages
Reflecting
Begin to notice how Punjabi 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 consonant sounds and vowel sounds by listening, singing, reciting and practising words and phrases in context
Recognise frequently occurring consonants ਸ, ਹ, ਕ, ਤ, ਨ, ਮ, ਰ, ਲ and basic vowels, and that ਓ, ਅ, ੲ are vowel carriers
Experiment with the formation of letters and numbers; for example, trace the letters of their own name or draw pictures of frequently occurring consonants
Begin to practise writing Punjabi letters on different media, focusing on directionality; for example, tracing letters on laminated sheets
Develop an understanding that letters are grouped together to make words and begin to form two‑letter words with support; for example, ਮਨ,ਕਰ
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 Punjabi grammatical system, including:
- using a range of common nouns; for example, ਖਿਡੌਣੇ, ਪੱਖਾ, ਕਿਤਾਬ, ਬਸਤਾ
- becoming aware of gender usage in nouns; for example, ਕਬੂਤਰ, ਕਬੂਤਰੀ; ਬੱਚਾ, ਬੱਚੀ
- understanding the use of singular first person pronouns for example, ਮੈਂ, ਤੂੰ, ਤੇਰਾ, ਮੇਰਾ
- becoming aware that some words describe the quality and quantity of objects; for example, ਚੰਗਾ, ਵਧੀਆ, ਥੋੜ੍ਹਾ, ਬਹੁਤ
- showing an understanding by responding to directions using actions; for example, ਬੈਠੋ, ਜਾਓ, ਖਾਓ, ਆਓ
- using nouns to indicate place of action; for example, ਘਰ, ਸਕੂਲ/ਵਿਦਿਆਲਾ, ਇੱਧਰ
- using numbers while referring to object/s and responding to simple vocabulary to describe one and many objects; for example, ਇੱਕ ਘੋੜਾ-ਦੋ ਘੋੜੇ; ਇੱਕ ਪੱਤਾ-ਦਸ ਪੱਤੇ
- becoming aware of opposite words in the immediate environment; for example, ਅੰਦਰ, ਬਾਹਰ; ਉੱਠਣਾ, ਬੈਠਣਾ; ਅੱਗੇ, ਪਿੱਛੇ
- using familiar vocabulary to express affirmation and negation; for example, ਹਾਂਜੀ, ਨਹੀਂ ਜੀ, ਅੱਛਾ, ਨਹੀਂ।
- developing cardinal number knowledge for zero 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 Punjabi, 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 Punjabi 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 and provide simple information in Punjabi about themselves. Students recognise most pictures, symbols, keywords and some phrases of spoken Punjabi relating to 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 Punjabi words, phrases and gestures related to their personal worlds and explore how these may have similar or different meanings in English. They begin to talk about how Punjabi feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the Punjabi language, with a satisfactory level of accuracy, experimenting with reproducing the common sounds and rhythms of spoken Punjabi. They notice features of the Punjabi sound and writing systems and 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 greeting, addressing and interacting with people of different ages and degrees of familiarity, and usually act accordingly. Students recognise Punjabi as one of the 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 Punjabi: Second Language with little to no prior experience of the Punjabi language and culture.
In Pre-primary, students communicate in Punjabi, 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 Punjabi. Students recognise pictures, symbols, keywords and phrases of spoken and written Punjabi 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 Punjabi language, recognising and experimenting with reproducing the sound of the consonants and vowels of spoken and written Punjabi by singing, reciting and repeating words and phrases in context. They experiment with the formation of letters and grouping them to make two-letter words. 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, Punjabi 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 Punjabi 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 Punjabi 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.