Year 2 SyllabusTest
Year 2 Syllabus
Year Level Description
Year 2 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 1 and focuses on extending students’ oral communication skills.
In Year 2, students communicate in Punjabi, interacting with their teacher and peers in routine exchanges, such as asking each other how they are, offering wishes and sharing information about events in the day and over the year. They participate in guided collaborative tasks, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Punjabi. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds. They participate in listening to, viewing and reading imaginative texts, and create stories and perform imaginative scenarios.
Students become familiar with the systems of the Punjabi language, experimenting with the pronunciation of short and long vowel sounds alone and when combined with consonants. They attempt legible and correctly formed letters using symbols and letters to write high-frequency words and simple sentences. They notice and use context-related vocabulary and some first elements of grammar in simple spoken and written texts, such as the relationship between gender, number and verb endings, linking words and a range of adjectives, to generate language for purposeful interaction.
In Year 2, students recognise that all languages, including Punjabi, change continuously over time through contact with each other and changes in society. They understand that Punjabi speakers change how they use language in different situations and according to cultural norms.
Students learn Punjabi in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers orally and in writing to participate in routine exchanges, asking each other how they are and offering wishes, and to share information about events in the day and over the year; for example, ਸਤਿ ਸ੍ਰੀ ਅਕਾਲ!/ਨਮਸਤੇ!/ਅਸਲਾਮ ਆਲੇਕੁਮ! ਭੈਣ ਜੀ/ਅਧਿਆਪਕ ਜੀ; ਮੇਰਾ ਜਨਮਦਿਨ ੧ ਅਗਸਤ ਨੂੰ ਹੈ।; ਤੁਹਾਡਾ ਸਵਾਗਤ ਹੈ।; ਤੈਨੂੰ ਕਿਹੜਾ ਜਾਨਵਰ ਪਸੰਦ ਹੈ? ਮੈਨੂੰ ਹਾਥੀ ਬਹੁਤ ਪਸੰਦ ਹੈ।; ਅੱਜ ਪੰਜਾਬ ਦਾ ਮੌਸਮ ਕਿਸ ਤਰ੍ਹਾਂ ਦਾ ਹੈ?; ਅੱਜ ਪੰਜਾਬ ਵਿੱਚ ਬਹੁਤ ਗਰਮੀ ਹੈ।; ਤੁਹਾਨੂੰ ਜਨਮ ਦਿਹਾੜੇ ਦੀਆਂ ਬਹੁਤ-ਬਹੁਤ ਵਧਾਈਆਂ!; ਨਵਾਂ ਸਾਲ ਮੁਬਾਰਕ!; ਦੀਵਾਲੀ ਦੀਆਂ ਵਧਾਈਆਂ!
Participate in guided collaborative tasks, transactions and games such as ਭੰਡਾ ਭੰਡਾਰੀਆ ਕਿੰਨਾ-ਕ ਭਾਰ...; ਫੜੋ,ਗੇਂਦ ਸੁੱਟੋ,ਸ਼ਾਬਾਸ਼,ਬਹੁਤ ਵਧੀਆ ਖੇਡਿਆ।; ਮੇਰੇ ਵੱਲ ਨੀਲੀ ਗੇਂਦ ਸੁੱਟ/ਸੁੱਟੋ, ਮੈਂ ਤੇਰੇ/ਤੁਹਾਡੇ ਵੱਲ ਪੀਲੀ ਗੇਂਦ ਸੁੱਟਦੀ/ਸੁੱਟਦਾ ਹਾਂ।; ਮੈਂ ਨਹੀਂ ਖੇਡਾਂਗੀ ਕਿਉਂਕਿ ਮੇਰੇ ਕੋਲ ਬੱਲਾ ਨਹੀਂ ਹੈ।, using simple language to take turns, exchange and negotiate
Respond to teacher talk and instruction; for example, ਕੀ ਇਹ ਤੇਰਾ/ਤੁਹਾਡਾ ਹੈ? ਹਾਂ/ਨਹੀਂ ਜੀ ਇਹ ਮੇਰਾ ਹੈ/ਨਹੀਂ ਹੈ।; ਭੈਣ ਜੀ/ਅਧਿਆਪਕ ਜੀ ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਇਆ।
Informing
Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
Convey factual information about their personal worlds using familiar words, phrases and simple statements
Creating
Participate in listening to, viewing and reading imaginative texts and responding through action, performance, shared reading and collaborative retelling
Create stories and perform imaginative scenarios through role play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language
Translating
Translate for others what they can express in Punjabi, interpreting simple expressions and songs such as ਕੋਟਲਾ ਛਪਾਕੀ (Duck, duck, goose), and explaining how meanings are similar or different in English or other languages
Reflecting
Recognise similarities and differences between aspects of Punjabi and Australian cultural practices and related language use
Understanding
Systems of language
Understand that each consonant has an embedded vowel (ਮੁਕਤਾ) attached to it that makes the ‘u’ sound, such as in ‘jug’
Understand that vowel sound symbols are called lagaan (ਲਗਾਂ) – mukta (no symbol), (ਾ), (ਿ), (ੀ), (ੁ), (ੂ), (ੇ), (ੈ), (ੋ), (ੌ) – and that when attached to a letter they provide a particular sound to the letter
Become aware that the vowels have two sounds – short sounds (mukta, sihari, aunkar) and long sounds (kanna, bihari, dulainkar, lanv, dulanv, horha, kanaurha)
Recognise that the placement of Gurmukhi letters is normally aligned below the line of writing, in contrast to English letters written on the line
Experiment with symbols, and letters to form words; for example, ਤਾਰ, ਸਿਰ, ਤੀਰ, ਤੁਰ, ਘੂਰ, ਬੇਰ, ਸੈਰ, ਢੋਲ, ਕੌਰ
Write legible and correctly‑formed letters with prompting
Begin to write simple modelled and formulaic phrases with spaces between words and use basic punctuation, written as a vertical line (I) called dundi (ਡੰਡੀ), to end a sentence with some support; for example,
ਮੈਂ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਜਾਂਦਾ/ਜਾਂਦੀ ਹਾਂ।; ਮੈਂ ਖਾਣਾ ਖਾਂਦਾ/ਖਾਂਦੀ ਹਾਂ।
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:
- using common and concrete nouns in relation to gender and number; for example, ਸ਼ੇਰ-ਸ਼ੇਰਨੀ, ਰੋਟੀ-ਰੋਟੀਆਂ
- recognising that words can be used for specific people, places or objects; for example, ਜਮਾਤ ਦੇ ਬੱਚਿਆਂ ਦੇ ਨਾਮ, ਕਿੰਗਸ ਪਾਰਕ
- using singular and plural third person pronouns; for example, ਉਹ-ਉਨ੍ਹਾਂ
- using simple adjectives to describe quality, quantity, and ownership
- observing the relationship between gender, number and verb endings; for example, ਮੁੰਡਾ ਖਾਂਦਾ ਹੈ।; ਕੁੜੀ ਖਾਂਦੀ ਹੈ।; ਅਸੀਂ ਖਾਂਦੇ ਹਾਂ।
- using vocabulary to indicate the completion or non-completion of an action; for example, ਹਾਂ ਜੀ; ਜ਼ਰੂਰ; ਜੀ ਨਹੀਂ, ਮੇਰੇ ਕੋਲੋਂ ਇਹ ਕੰਮ ਨਹੀਂ ਹੋਇਆ।
- becoming aware that sentences in Punjabi have two parts- subject (ਉਦੇਸ਼) (noun), and predicate (ਵਿਧੇਅ) (verb); for example, ਸਿਮਰਨ ਗਾਉਂਦੀ ਹੈ। ਵਾਕ ਵਿੱਚ ਸਿਮਰਨ ਉਦੇਸ਼ ਅਤੇ ਗਾਉਂਦੀ ਹੈ ਵਿਧੇਅ ਹੈ।
- understanding that words link nouns, pronouns and phrases to other parts of the sentence; for example, ਨੇ, ਨੂੰ, ਦਾ, ਦੀਆਂ, ਉੱਤੇ ਆਦਿ
- using antonyms in daily routines; for example, ਸੱਚ-ਝੂਠ, ਚਾਨਣ-ਹਨੇਰਾ
- beginning to express events in time by using the months of the year and the seasons; for example, ਜਨਵਰੀ, ਫਰਵਰੀ, ਸਰਦੀ, ਗਰਮੀ
- developing cardinal number knowledge for 21 to 30
Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
Language variation and change
Understand that Punjabi speakers use language differently in different situations and according to cultural norms, such as when at home with family or in the classroom
Role of language and culture
Recognise that all languages, including Punjabi, change continuously over time through contact with each other and through changes in society
Achievement standard
At standard, students use simple modelled language when participating in spoken and written routine exchanges in Punjabi, to share information about how they are, offer wishes and talk about events in the day and over the year. Students identify some specific points of information in simple texts to mostly complete guided tasks, and they make use of familiar words and phrases, simple statements and modelled language to convey factual information about their personal worlds. They listen to, view and read a range of imaginative texts and respond in some detail using simple verbal and non-verbal forms of expression and some modelled language. Students create stories and perform imaginative scenarios, using familiar words and modelled language. They translate for others some of what they can express in Punjabi, and state how meanings are similar or different in English. Students recognise similarities and differences between cultural practices and related language use of Punjabi-speaking communities and of the wider Australian community.
Students become familiar with the systems of the Punjabi language with a satisfactory level of accuracy, reproducing the sounds, rhythms and intonation patterns of Punjabi, and understand that lagaan has short and long sounds which provide a specific sound when paired with a consonant. They understand that the placement of Gurmukhi letters is normally aligned below the line of writing, and they use vowel symbols and consonants to create new words with a satisfactory level of accuracy. Students use words and expressions to convey factual information at word and simple sentence level and apply some first elements of grammar to write simple texts. They identify some different forms of texts that use different structures and features to achieve their purpose. Students identify some ways Punjabi speakers use language differently in different situations, and between people, and some ways that the Punjabi language has changed over time through its contact with other languages and changes in society.
Year Level Description
Year 2 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 1 and focuses on extending students’ oral communication skills.
In Year 2, students communicate in Punjabi, interacting with their teacher and peers in routine exchanges, such as asking each other how they are, offering wishes and sharing information about events in the day and over the year. They participate in guided collaborative tasks, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Punjabi. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds. They participate in listening to, viewing and reading imaginative texts, and create stories and perform imaginative scenarios.
Students become familiar with the systems of the Punjabi language, experimenting with the pronunciation of short and long vowel sounds alone and when combined with consonants. They attempt legible and correctly formed letters using symbols and letters to write high-frequency words and simple sentences. They notice and use context-related vocabulary and some first elements of grammar in simple spoken and written texts, such as the relationship between gender, number and verb endings, linking words and a range of adjectives, to generate language for purposeful interaction.
In Year 2, students recognise that all languages, including Punjabi, change continuously over time through contact with each other and changes in society. They understand that Punjabi speakers change how they use language in different situations and according to cultural norms.
Students learn Punjabi in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.