Year 1 SyllabusTest
Year 1 Syllabus
Year Level Description
Year 1 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Pre-primary and focuses on extending students’ oral communication skills. Typically, the students’ only exposure to and experience of Punjabi language and culture is from their school learning environment.
In Year 1, students communicate in Punjabi, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided collaborative tasks using simple modelled language in songs, rhymes and games to support understanding and to convey meaning, or to respond to teacher talk and instruction in Punjabi. Students locate keywords and information in simple spoken and written texts about their personal worlds and convey factual information using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.
Students become familiar with the systems of the Punjabi language, recognising and experimenting with reproducing the common vowel sounds and rhythms of spoken Punjabi. They notice that Punjabi is written horizontally from left to right using the Gurmukhi script and letters are joined with a line on top to form words. They 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 Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Punjabi, and that Punjabi and English borrow words and expressions from each other. They recognise that in Punjabi, as in English and other languages, there are different ways of greeting and interacting with people.
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 orally and in writing to share information about themselves, their age and where they live, and to talk about their favourite things; for example, ਮੇਰਾ ਨਾਮ ਮਨਮੀਤ ਕੌਰ/ਸਿੰਘ ਹੈ। ਮੈਂ ਸੱਤ ਸਾਲ ਦੀ/ਦਾ ਹਾਂ।; ਤੂੰ/ਤੁਸੀਂ ਕਿੱਥੇ ਰਹਿੰਦੀ/ਰਹਿੰਦਾ/ਰਹਿੰਦੇ ਹੈਂ/ਹੋ? ਮੈਂ/ਅਸੀਂ ਪਰਥ ਵਿੱਚ ਰਹਿੰਦੀ/ਰਹਿੰਦਾ/ਰਹਿੰਦੇ ਹਾਂ।; ਮੈਨੂੰ ਅੰਬ ਅਤੇ ਅਨਾਰ ਖਾਣੇ ਚੰਗੇ ਲੱਗਦੇ ਹਨ।; ਮੈਨੂੰ ਦੇਰ ਨਾਲ ਜਾਣਾ ਚੰਗਾ ਨਹੀਂ ਲੱਗਦਾ ਹੈ।; ਮਨਮੀਤ ਤੇਰੀ ਕਿਤਾਬ ਕਿੱਥੇ ਹੈ? ਮੇਰੀ ਕਿਤਾਬ ਮੇਰੇ ਬਸਤੇ ਵਿੱਚ ਹੈ।
Participate in guided collaborative tasks, using simple modelled language in songs, rhymes, games such as ਅੱਕੜ ਬੱਕੜ ਬੰਬੇ ਬੋ...; ਦੌੜੋ, ਭੱਜੋ; ਹੁਣ ਤੇਰੀ ਵਾਰੀ, gestures and pictures to support understanding and to convey meaning
Respond to teacher talk and instruction; for example, ਇਹ ਲਓ ਜੀ।; ਮੇਰੇ ਕੋਲ ਪੈੱਨਸਿਲ ਹੈ।; ਹਾਂ ਜੀ; ਮੈਨੂੰ ਦੇਰ ਹੋ ਗਈ; ਮਾਫ਼ ਕਰਨਾ ਜੀ।
Informing
Locate key words and information in simple spoken and written texts, such as charts, lists, labels and captions, rhymes and songs related to their personal worlds
Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements
Creating
Participate in listening to and viewing short imaginative texts and responding through action, dance, singing, drawing and collaborative retelling; for example, ਦੋ ਮਿੱਤਰ – ਕਹਾਣੀ; ਆਓ ਜੀ ਆਓ ਜੀ ...; ਈਂਗਣ ਮੀਂਗਣ ਤਲਾ ਤਲੀਂਗਣ...
Participate in the shared performance of songs, rhymes and stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language; for example, ਸੌਂ ਜਾ ਬੱਬੂਆ ਮਾਣੋ ਬਿੱਲੀ ਆਈ ਆ...; ਅਬਲੂ-ਬਬਲੂ ਭੈਣ ਭਰਾ...
Translating
Share with others simple Punjabi expressions, sounds and gestures, name familiar objects and use Punjabi and/or English to conduct simple conversations
Reflecting
Notice ways of speaking in Punjabi that appear different from their own ways and become aware of how voice, behaviour and body language may change when speaking Punjabi
Understanding
Systems of language
Understand that graphemes are pronounced twice – for example, ਕਕ and ਖਖ – except for ਟ, which is pronounced as tenka (ਟੈਂਕਾ)
Be aware of the correct use of tongue, air flow and nasal sounds in pronouncing Punjabi consonants and vowels
Recognise and reproduce the sounds of the ten vowels, painti akhari and six naveen toli consonants of Gurmukhi
Experiment and create words by adding kanna to mukta letter/s and notice the difference in the sound; for example, ਹਰ, ਹਾਰ, ਹਰਾ
Recognise that the Gurmukhi script is used to write Punjabi
Recognise that Gurmukhi script is written from left to right and top to bottom and there are spaces between the words when writing sentences
Form words by joining letters with a line on top except ਅ, ਖ, ਘ, ਪ, ਮ
Become aware that capitalisation does not exist in Punjabi
Begin to trace/copy simple, modelled and formulaic sentences using basic punctuation; for example, the full stop (ਡੰਡੀ [।]) as in ਮੈਂ ਜਾਂਦਾ/ਜਾਂਦੀ ਹਾਂ।; ਮੈਂ ਖਾਂਦਾ/ਖਾਂਦੀ ਹਾਂ।; ਮੈਂ ਸੌਂਦਾ/ਸੌਂਦੀ ਹਾਂ।
Begin to write simple two‑to three-letter words using frequently-occurring letters and join them with a line on top; for example, ਕਰ, ਕਰਨ, ਮਨ, ਤਰਸ, ਕਲਮ
Generate language for a range of purposes in simple spoken and written texts by noticing and using context‑related vocabulary and some first elements of the Punjabi grammatical system, including:
- recognising that words for objects have masculine and feminine gender forms; for example, ਮੇਜ਼, ਕੁਰਸੀ, ਬੱਲਾ, ਗੇਂਦ, ਇੰਨਾਂ ਸ਼ਬਦਾਂ ਵਿੱਚ ਮੇਜ਼ ਅਤੇ ਬੱਲਾ ਪੁਲਿੰਗ ਹਨ ਅਤੇ ਕੁਰਸੀ ਅਤੇ ਗੇਂਦ ਇਸਤਰੀ ਲਿੰਗ ਹਨ।
- identifying the use of singular and plural first- and second-person pronouns; for example, ਮੈਂ-ਅਸੀਂ, ਤੂੰ-ਤੁਸੀਂ, ਤੇਰਾ-ਤੁਹਾਡਾ
- recognising simple adjectives to describe quality, quantity, and ownership; for example, ਸੋਹਣਾ, ਬਹੁਤਾ, ਮੇਰੀ ਕਿਤਾਬ
- using simple adjectives and recognising that adjectives change according to the gender of the noun; for example, ਉੱਚਾ ਪਹਾੜ-ਉੱਚੀ ਪਹਾੜੀ, ਮੋਟੀ ਬਿੱਲੀ-ਮੋਟਾ ਬਿੱਲਾ
- recognising verbs through activities such as playing action and card games and listening to songs
- experimenting with common verbs in formulaic phrases; for example, ਮੈਂ ਜਾਂਦਾ/ਜਾਂਦੀ ਹਾਂ।, ਮੈਂ ਖਾਂਦਾ/ਖਾਂਦੀ ਹਾਂ।, ਮੈਂ ਪੜ੍ਹਦਾ/ਪੜ੍ਹਦੀ ਹਾਂ।
- using words to indicate time of action; for example, ਸਵੇਰੇ, ਹੁਣੇ
- using phrases to express affirmation and negation; for example, ਹਾਂਜੀ, ਨਹੀਂ ਜੀ, ਅੱਛਾ ਜੀ।
- experimenting with familiar antonyms; for example, ਸੁੱਟਣਾ, ਚੁੱਕਣਾ; ਚੜ੍ਹਨਾ, ਉਤਰਨਾ
- experimenting with one and many surrounding objects through action games/songs, for example, ਕਿਤਾਬ, ਕਿਤਾਬਾਂ; ਬੱਚਾ, ਬੱਚੇ
- showing an understanding of location, position and direction; for example, ਇੱਥੇ ਆਓ, ਉੱਥੇ ਬੈਠੋ, ਸੱਜਾ, ਖੱਬਾ
- locating events in time by using the days of the week; for example, ਅਸੀਂ ਹਰ ਸ਼ਨਿੱਚਰਵਾਰ ਬਜ਼ਾਰ ਜਾਂਦੇ ਹਾਂ।
- developing cardinal number knowledge for 11 to 20
Understand that language is organised as ‘text’ and that different types of texts have different features
Language variation and change
Recognise that Punjabi speakers use language differently in different situations, such as when socialising with peers and friends or at home with family
Role of language and culture
Recognise that Australia is a multilingual society with speakers of many different languages, including Punjabi, and that Punjabi and English borrow words and expressions from each other
Achievement standard
At standard, students use simple modelled language, gestures and other forms of expression, with occasional guidance, when participating in spoken and written interactions in Punjabi, to share information about themselves and to talk about their likes and dislikes. They locate some key words and information in simple spoken and written texts and convey some factual information about their personal worlds using verbal and non-verbal forms of expression. Students respond to a range of short imaginative texts and participate in the shared performance and presentation of these texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. When translating, students use Punjabi and/or English to share with others simple Punjabi expressions, sounds and gestures, and to name some familiar objects. They talk about how voice, behaviour and body language may change when speaking Punjabi.
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 with a satisfactory level of accuracy. They experiment with the formation of letters and grouping them to make two-letter words. Students use some first elements of grammar and recognise simple vocabulary to identify and describe familiar animals, objects and environments. They make some comments about how language is organised as ‘text’ and that different types of texts have different features. Students recognise that there are different ways of interacting with people in Punjabi, and usually act accordingly. They recognise that Punjabi is one of the many languages spoken in Australia and identify some words and expressions that Punjabi and English borrow from each other.
Year Level Description
Year 1 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Pre-primary and focuses on extending students’ oral communication skills. Typically, the students’ only exposure to and experience of Punjabi language and culture is from their school learning environment.
In Year 1, students communicate in Punjabi, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided collaborative tasks using simple modelled language in songs, rhymes and games to support understanding and to convey meaning, or to respond to teacher talk and instruction in Punjabi. Students locate keywords and information in simple spoken and written texts about their personal worlds and convey factual information using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.
Students become familiar with the systems of the Punjabi language, recognising and experimenting with reproducing the common vowel sounds and rhythms of spoken Punjabi. They notice that Punjabi is written horizontally from left to right using the Gurmukhi script and letters are joined with a line on top to form words. They 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 Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Punjabi, and that Punjabi and English borrow words and expressions from each other. They recognise that in Punjabi, as in English and other languages, there are different ways of greeting and interacting with people.
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.