Year 10 SyllabusTest
Year 10 Syllabus
Year Level Description
Year 10 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in Punjabi developed in Year 9 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how the Punjabi language may feature in these.
In Year 10, students communicate in Punjabi, initiating and participating in sustained interactions with others to discuss young people’s experiences and interests in contemporary culture and social issues. They contribute ideas, opinions and suggestions in individual and collaborative tasks related to exchanging resources and information, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts and identify how context and culture affect how information is presented. They convey information and share comments, experiences and perspectives on texts, using language and various modes of presentation to achieve different purposes. Students analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, and create and present a range of imaginative texts on themes of personal or social relevance.
Students show understanding of the systems of the Punjabi language, acknowledging that Punjabi exhibits variations across different parts of India and recognising that each dialect is shaped by the local language of its respective region. They interact using clear pronunciation, intonation, volume, and emphasis to convey meaning. They generate language for purposeful interaction in spoken and written texts by extending their understanding and use of context-related vocabulary and knowledge of grammatical elements, such as applying a range of tenses in complex sentences to describe events across time and using active and passive voices. Students extend their ability to combine two words to make a new word. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that Punjabi language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.
In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Punjabi in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to discuss young people’s experiences and interests in contemporary culture and social issues; for example, ਵਾਤਾਵਰਣ; ਅੰਧਵਿਸ਼ਵਾਸ; ਧੱਕੇਸ਼ਾਹੀ; ਬੇਰੁਜ਼ਗਾਰੀ, ਰਿਸ਼ਤੇ
Express feelings and justify opinions; for example, ਤੂੰ/ਤੁਸੀਂ ਅੱਗੇ ਚੱਲ ਕੇ ਕਿਹੜੀ ਪੜ੍ਹਾਈ ਕਰਨ ਦੀ ਸੋਚ ਰਹੀ/ਰਿਹਾ/ਰਹੇ ਹੈਂ/ਹੋ?; ਕੀ ਤੈਨੂੰ/ਤੁਹਾਨੂੰ ਨਵੀਂ ਭਾਸ਼ਾ ਸਿੱਖਣਾ ਔਖਾ ਲੱਗਦਾ ਹੈ?; ਮੇਰੇ ਹਿਸਾਬ ਨਾਲ ਸਭ ਨੂੰ ਕੁਦਰਤ ਦੀ ਦੇਖ-ਭਾਲ ਕਰਨੀ ਚਾਹੀਦੀ ਹੈ।; ਮੈਂ ਕਨੂੰਨ ਦੀ ਪੜ੍ਹਾਈ ਪੂਰੀ ਕਰਨ ਦੇ ਬਾਦ ਵਕੀਲ ਬਣਨਾ ਚਾਹੁੰਦਾ/ਬਣਨਾ ਚਾਹੁੰਦੀ ਹਾਂ।; ਮੈਨੂੰ ਲੱਗਦਾ ਹੈ....; ਮੈਂ ਤੁਹਾਡੇ ਨਾਲ ਸਹਿਮਤ ਨਹੀਂ ਹਾਂ।
Contribute ideas, opinions and suggestions in individual and collaborative tasks, exchanging resources and information, solving problems and managing diverse views; for example, organising real or simulated forums, social media or daily news segments, or protests or rallies to raise awareness of contemporary culture and social issues
Informing
Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds – for instance, regional news headlines, local community announcements and advertisements – and identify how context and culture affect how information is presented
Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, such as poems, short stories, cartoons and films, songs, dance, street art and performance
Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or reflect cultural values, social issues or experience
Translating
Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another for example, how popular Punjabi expressions and idioms, such as ਸਹਿਜ ਪੱਕੇ ਸੋ ਮੀਠਾ ਹੋਏ; ਅਸਮਾਨ ਤੋਂ ਡਿੱਗੀ ਖਜੂਰ ‘ਤੇ ਅਟਕੀ can create confusion when translated literally
Reflecting
Reflect on the experience of learning and using Punjabi, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives
Explore and express their own cultural identity and ability to act as a cultural mediator between Punjabi speakers and other Australians
Understanding
Systems of language
Use intonation, volume and emphasis to clarify meaning and produce speech with clear pronunciation
Recognise that Punjabi sounds are different in various parts of East Punjab and West Punjab and understand that each dialect is influenced by the local language of the region; for example, ਬਾਜਾ, ਵਾਜਾ; ਜਦੋਂ, ਜਿਸ ਦਿਨ; ਚੱਕ, ਚੁੱਕ
Further understand the slight differences in the formation of letters; for example, ਟ, ਫ, ਫ਼; ਦ, ਢ; ਵ, ਞ
Consolidate knowledge of the features of the Punjabi sound system (consonants, lagaan, lagakhar and dutt) along with relevant grammar to write Punjabi texts
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 Punjabi grammatical system, including:
- becoming aware that nouns are used as subjects, predicates, appositives, indirect objects and in relation to verbs or postpositions; for example, ਹਰਮਨ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਜਾਂਦਾ ਹੈ।; ਉਹ ਸਾਰੇ ਮੇਰੇ ਦੋਸਤ ਹਨ।; ਭਾਰਤ ਦਾ ਰਾਜ,ਪੰਜਾਬ,ਖੇਤੀ-ਬਾੜੀ, ਮੇਲਿਆਂ ਅਤੇ ਤਿਉਹਾਰਾਂ ਲਈ ਮਸ਼ਹੂਰ ਹੈ।; ਮਾਂ ਨੇ ਬੱਚੇ ਵਾਸਤੇ ਕਹਾਣੀ ਪੜ੍ਹੀ।; ਬੱਚੇ ਰੁੱਖ ਥੱਲੇ ਖੇਡ ਰਹੇ ਹਨ।
- furthering understanding of using pronouns in accordance with number to create text
- using adjectives to provide specific information about an object in relation to its appearance, quality, quantity etc. and to compare two or more nouns
- recognising that adjectives can alter the meaning/context of a sentence, convey information or transform dull prose
- creating texts in Punjabi using different forms of verbs
- transforming active voice to passive voice to create variation in the text; for example, ਮਾਲੀ ਫੁੱਲ ਤੋੜ ਰਿਹਾ ਹੈ। ਫੁੱਲ ਮਾਲੀ ਦੁਆਰਾ ਤੋੜਿਆ ਜਾ ਰਿਹਾ ਹੈ।
- using postpositions and conjunctions to create cohesive texts
- becoming aware that some masculine words have entirely different feminine forms; for example, ਫੁੱਫੜ-ਭੂਆ, ਬਲਦ-ਗਾਂ
- understanding that some words have a plural form only; for example, ਪੇਕੇ,ਸਹੁਰੇ, ਦਾਦਕੇ, ਨਾਨਕੇ, ਲੋਕ
- understanding the importance of case markers in forming a meaningful sentence
- understanding the requirement of language features for sixteen tenses in relation to time. The sixteen tenses under present, past and future are in indefinite, continuous, perfect, perfect continuous and conditional forms except present tense, which has an imperative form as well; for example, ਹਮਜ਼ਾ ਖਾਣਾ ਖਾ ਰਿਹਾ ਹੈ।; ਹਮਜ਼ਾ ਖਾਣਾ ਖਾ ਰਿਹਾ ਸੀ।; ਹਮਜ਼ਾ ਖਾਣਾ ਖਾ ਰਿਹਾ ਹੋਵੇਗਾ।; ਜੇ ਤੁਸੀਂ ਆਪਣਾ ਕੰਮ ਕਰ ਲਿਆ ਤਾਂ ਖੇਡਣ ਜਾ ਸਕਦੇ ਹੋ।; ਜੇ ਤੂੰ ਮਿਹਨਤ ਨਾ ਕਰਦਾ ਤਾਂ ਤੂੰ ਪਾਸ ਨਹੀਂ ਹੋਣਾ ਸੀ।; ਜੇ ਤੁਸੀਂ ਜਲਦੀ ਉਠੋਗੇ ਤਾਂ ਹੀ ਸਮੇਂ ਤੇ ਉਥੇ ਪਹੁੰਚੋਗੇ।
- understanding that prefixes and suffixes can change the meaning or grammatical form of a root word, such as changing a noun to an adjective or a verb and vice versa; for example, ਖੇਡਾਂ ਵਿੱਚ ਕੁਝ ਬੱਚੇ ਸਫ਼ਲ ਅਤੇ ਕੁਝ ਅਸਫ਼ਲ ਹੁੰਦੇ ਹਨ।; ਬੱਚਾ ਕ੍ਰਿਕਟ ਖੇਡਣਾ ਸਿੱਖ ਰਿਹਾ ਹੈ।; ਬੱਚੇ ਨੇ ਬਹੁਤ ਚੰਗਾ ਖੇਡ ਦਿਖਾਇਆ।
- using idioms and proverbs to create figurative texts
- using cohesive devices and time sequence connectors to form paragraphs
Further develop a metalanguage to discuss and explain grammatical forms and functions
Analyse how different types of text incorporate cultural and contextual elements
Language variation and change
Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register
Explain how Punjabi language and culture have evolved and how they continue to change over time, and understand that language use has the power to influence social and cultural relationships and practices
Role of language and culture
Understand that Punjabi language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time
Achievement standard
At standard, students use familiar language when initiating and participating in sustained spoken and written interactions to provide information on young people’s experiences and interest in contemporary culture and social issues. Students analyse, synthesise and evaluate some ideas and information, and identify how context and culture affect the way in which information is presented. Students explain how different effects are used in imaginative texts to reflect cultural influence and create and present simple imaginative texts to reflect cultural values, social issues or experiences. When translating and interpreting from one language to another, they describe how cultural perspectives and concepts have been represented. Students describe the experience of learning and using Punjabi, considering how intercultural communication involves modifying language and behaviours. They also explore and express their own cultural identity and ability to act as a cultural mediator between Punjabi speakers and non-Punjabi speaking Australians.
Students apply the Punjabi sound and writing systems when using familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They analyse how elements of grammar can alter the meaning and determine the perspective in texts. Students use metalanguage to discuss and explain some grammatical forms and functions. They analyse how different types of texts include cultural and contextual elements, and explain how and why language is used differently in a range of texts. They explain how Punjabi language and culture have evolved, and how they continue to change over time, and they identify how language use has the power to influence social and cultural relationships and practices. Students describe how Punjabi language and culture are interrelated and how they shape, and are shaped by, each other.
Year Level Description
Year 10 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in Punjabi developed in Year 9 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how the Punjabi language may feature in these.
In Year 10, students communicate in Punjabi, initiating and participating in sustained interactions with others to discuss young people’s experiences and interests in contemporary culture and social issues. They contribute ideas, opinions and suggestions in individual and collaborative tasks related to exchanging resources and information, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts and identify how context and culture affect how information is presented. They convey information and share comments, experiences and perspectives on texts, using language and various modes of presentation to achieve different purposes. Students analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, and create and present a range of imaginative texts on themes of personal or social relevance.
Students show understanding of the systems of the Punjabi language, acknowledging that Punjabi exhibits variations across different parts of India and recognising that each dialect is shaped by the local language of its respective region. They interact using clear pronunciation, intonation, volume, and emphasis to convey meaning. They generate language for purposeful interaction in spoken and written texts by extending their understanding and use of context-related vocabulary and knowledge of grammatical elements, such as applying a range of tenses in complex sentences to describe events across time and using active and passive voices. Students extend their ability to combine two words to make a new word. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that Punjabi language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.
In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Punjabi in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.