Year 3 SyllabusTest
Year 3 Syllabus
Year Level Description
Year 3 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Punjabi, interacting with their teacher and peers to exchange information about friends and family members. They participate in individual and collaborative tasks that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Punjabi language, integrating vowels and their corresponding sound symbols alongside consonants and lagakhar to form high-frequency Punjabi words. They apply the Punjabi sound system, adhering to print conventions, and incorporating basic punctuation, such as full stops, to write simple sentences. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as noticing spelling shift in a root word when pluralising or changing the gender of a word and using conjunctions, to generate language for purposeful interaction. Students begin to develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English.
Students understand and demonstrate how language use varies according to the participants’ identity and context of use. They notice differences between Punjabi, Australian and other cultures’ practices and how these are reflected in language.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded, and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Punjabi as much as possible for classroom routines and social interactions, and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about friends and family members; for example, ਮੇਰੀਆਂ ਦੋ ਭੈਣਾਂ ਤੇ ਇੱਕ ਭਰਾ ਹੈ।; ਮੇਰੇ ਭਰਾ ਦਾ ਨਾਮ ਗੁਰਪ੍ਰੀਤ ਹੈ ਅਤੇ ਉਸਨੂੰ ਹਾਕੀ ਖੇਡਣਾ ਚੰਗਾ ਲੱਗਦਾ ਹੈ।; ਮੇਰੀ ਭੈਣ ਨੌਂ ਸਾਲ ਦੀ ਹੈ ਅਤੇ ਉਸ ਨੂੰ ਤੈਰਨਾ ਚੰਗਾ ਲੱਗਦਾ ਹੈ।; ਮੇਰੇ ਨਾਨੀ ਜੀ ਬਹੁਤ ਸਵਾਦ ਖਾਣਾ ਬਣਾਉਂਦੇ ਹਨ।
Participate in routine exchanges, such as asking each other how they are; for example, ਸਿਮਰਨ ਤੇਰਾ ਕੀ ਹਾਲ ਹੈ? ਮੈਂ ਠੀਕ ਹਾਂ ਭੈਣ ਜੀ/ਅਧਿਆਪਕ ਜੀ।; ਚੰਗਾ ਕੱਲ੍ਹ ਨੂੰ ਮਿਲਾਂਗੇ।; ਅੱਜ ਤੂੰ/ਤੁਸੀਂ ਕਿਹੜਾ ਫਲ ਖਾਵੇਂਗੀ/ਖਾਵੇਂਗਾ/ਖਾਓਗੇ?
Participate in individual and collaborative tasks that involve following instructions, asking questions, making statements, and asking for help and permission; for example, ਥੋੜ੍ਹਾ ਮੈਂ ਲਿਖਦਾ ਹਾਂ ਬਾਕੀ ਤੂੰ/ਤੁਸੀਂ ਲਿਖ/ਲਿਖੋ।; ਹੁਣ ਮੈਂ ਕੱਟਦਾ ਹਾਂ, ਤੂੰ/ਤੁਸੀਂ ਚਿਪਕਾਲੈ/ਚਿਪਕਾਓ।; ਪਤੀਲੇ ਵਿੱਚ ਪਾਣੀ ਗਰਮ ਕਰੋ।; ਇਹ ਕੀ ਹੈ?; ਮਾਫ਼ ਕਰੋ ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਇਆ।; ਕੀ ਤੂੰ/ਤੁਸੀਂ ਮੇਰੀ ਮਦਦ ਕਰੇਂਗੀ/ਕਰੇਂਗਾ/ਕਰੋਗੇ?; ਮਦਦ ਕਰਨ ਵਾਸਤੇ ਧੰਨਵਾਦ!
Informing
Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds
Convey factual information about their personal worlds using simple statements, short descriptions and modelled texts
Creating
Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes; for example, ਚਲਾਕ ਲੂੰਬੜੀ; ਦਰਜ਼ੀ ਤੇ ਹਾਥੀ; ਲਾਲਚੀ ਕੁੱਤਾ
Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports
Translating
Translate words and expressions in simple texts, such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret
Reflecting
Notice what looks or feels similar to or different from their own language and culture when interacting in Punjabi; for example, the way elders bless younger people by putting their hand on their heads and saying ਜੀਉਂਦੇ ਰਹੋ।
Understanding
Systems of language
Understand that each letter has its own sound and there are no digraphs or trigraphs in Punjabi
Understand that Punjabi has no silent letters
Build an understanding of the vowels, corresponding symbols and sounds (lagaan) by using muharni
Understand that Punjabi has special symbols, called lagakhar (ਲਗਾਖ਼ਰ), which are represented with a bindi (ਂ) or a tippee (ੰ) and the adhak (ੱ). Adhak doubles the sounds and changes the meaning of a word – for example, ਪਕਾ(cook) and ਪੱਕਾ (firm/ripe) – but is only used with mukta, sihari and aunkur
Use the Punjabi sound system, Punjabi print conventions and basic punctuation (full stop) to write simple sentences; for example, ਇਹ ਅੰਬ ਹੈ। ਅੰਬ ਫਲਾਂ ਦਾ ਰਾਜਾ ਹੈ। ਅੰਬ ਪੀਲੇ ਰੰਗ ਦਾ ਹੁੰਦਾ ਹੈ। ਅੰਬ ਮਿੱਠਾ ਹੁੰਦਾ ਹੈ। ਮੈਨੂੰ ਅੰਬ ਖਾਣਾ ਚੰਗਾ ਲੱਗਦਾ ਹੈ।
Notice the use of simple punctuation to end a sentence (I) and a question (?)
Generate language for a range of purposes in simple spoken and written texts by noticing and using context‑related vocabulary and elements of the Punjabi grammatical system, including
- using words to express an idea, quality or state; for example, ਖੁਸ਼ੀ, ਗ਼ਮੀ
- using simple sentences to compare an object’s or subject’s qualities; for example, ਸੰਦੀਪ ਲੰਬਾ ਹੈ। ਸੰਦੀਪ ਸਿਮਰਨ ਤੋਂ ਲੰਬਾ ਹੈ। ਸੰਦੀਪ ਸਭ ਤੋਂ ਲੰਬਾ ਹੈ।
- using words to show emphasis; for example, ਜ਼ਰੂਰ, ਬਿਲਕੁਲ – ਮੇਰੀ ਗੱਲ ਬਿਲਕੁਲ ਨਾ ਭੁੱਲਣਾ।
- noticing that the gender or number of the object impacts the verb; for example, ਮੇਜ਼ ਟੁੱਟ ਗਿਆ।; ਕੁਰਸੀ ਟੁੱਟ ਗਈ।; ਸਾਰੇ ਗਲਾਸ ਟੁੱਟ ਗਏ।
- understanding that sentences with an intransitive verb have no object; for example, ਸਿਮਰਨ ਗਾਉਂਦੀ ਹੈ।
- becoming aware of subject+object+verb as the grammatical sequence in a Punjabi sentence
- recognising that some postpositions do not change form in a sentence, like ਨੇ, ਨੂੰ; for example, ਮਾਂ ਨੇ ਬੱਚੇ ਨੂੰ ਰੋਟੀ ਦਿੱਤੀ।, ਮਾਂਵਾਂ ਨੇ ਆਪੋ-ਆਪਣੇ ਬੱਚਿਆਂ ਨੂੰ ਰੋਟੀ ਦਿੱਤੀ।
- experimenting with common conjunctions like ਤੇ/ਅਤੇ to write compound sentences; for example, ਜੂਲੀ ਅਤੇ ਗੀਤਾ ਪੜ੍ਹ ਰਹੀਆਂ ਹਨ।
- using words, phrases and simple sentences to ask and answer questions; for example, ਤੁਹਾਡਾ ਨਾਮ ਕੀ ਹੈ? ਮੇਰਾ ਨਾਮ....ਹੈ।; ਤੁਸੀਂ ਕਿੱਥੇ ਜਾ ਰਹੇ ਹੋ? ਮੈਂ ਘਰ ਜਾ ਰਿਹਾ/ਰਹੀ ਹਾਂ। ਤੁਹਾਡੇ ਪਿਤਾ ਜੀ ਕਦੋਂ ਆ ਰਹੇ ਹਨ? ਮੇਰੇ ਪਿਤਾ ਜੀ ਪਰਸੋਂ ਆ ਰਹੇ ਹਨ।
- recognising simple present, past and future tenses in familiar sentences; for example, ਮੀਤਾ ਪੜ੍ਹਦੀ ਹੈ। ਹਰਮਨ ਪੜ੍ਹਦਾ ਸੀ। ਹੁਸਨਾ ਪੜ੍ਹੇਗੀ।
- experimenting with changing the gender of masculine words ending with mukta and kanna by adding/replacing these endings with bihari; for example, ਕਬੂਤਰ, ਕਬੂਤਰੀ; ਨਾਨਾ, ਨਾਨੀ
- adding kanna and a bindi to pluralise the words ending with mukta sound; for example, ਤਰ-ਤਰਾਂ
- understanding that adding a letter/s can invert the meaning of the word; for example, adding ਅ to the root word creates the antonyms, ਸ਼ੁੱਧ, ਅਸ਼ੁੱਧ
- recognising that different words can have the same meaning; for example, ਉਜਾਲਾ, ਚਾਨਣ; ਸੰਤੋਖ, ਸਬਰ
- using Punjabi words for telling the time; for example, ਸੱਤ ਵਜੇ, ਨੌ ਵਜੇ
- becoming aware that in India there are six seasons, ਸਰਦੀ, ਬਸੰਤ, ਗਰਮੀ, ਸਾਵਣ, ਪੱਤਝੜ, ਬਹਾਰ
- recognising the Punjabi words for directions, such as East (ਪੂਰਬ) and North (ਉੱਤਰ)
- developing cardinal number knowledge for 31 to 40
Begin to develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English
Recognise the particular language features and textual conventions in simple and familiar spoken, written and multimodal Punjabi texts
Language variation and change
Understand and demonstrate how language use varies according to the participants’ age, gender and relationship, and the context of use
Role of language and culture
Notice differences between Punjabi, Australian and other cultures’ practices and how these are reflected in language
Achievement standard
At standard, students use simple modelled language, when participating in spoken and written interactions, to exchange information about friends and family members. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds with simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, acting out events, identifying and comparing their favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports. They translate words and expressions in simple texts, including English words that have been incorporated into Punjabi language, with a satisfactory level of accuracy. When interacting in Punjabi, students talk about what looks or feels similar to, or different from, their own language and culture.
Students become familiar with the systems of the Punjabi language, recognising and reproducing the sounds of vowels by using sound symbols and consonants in muharni, with a satisfactory level of accuracy. They recognise and copy some high-frequency words in familiar contexts and use the Punjabi sound system, print conventions and basic punctuation to create simple text. Students use vocabulary related to information about friends and family members and apply elements of grammar in simple spoken and written texts, with a satisfactory level of accuracy. They begin to describe, with guidance, how the Punjabi language works, using terms similar to those used in English, and apply some of the language features and textual conventions in simple and familiar Punjabi texts. Students show how language use varies according to the participants’ age, gender and relationship and the context of use. They talk about the differences between Punjabi, Australian and other cultures’ practices and how these are reflected in language.
Year Level Description
Year 3 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Punjabi, interacting with their teacher and peers to exchange information about friends and family members. They participate in individual and collaborative tasks that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Punjabi language, integrating vowels and their corresponding sound symbols alongside consonants and lagakhar to form high-frequency Punjabi words. They apply the Punjabi sound system, adhering to print conventions, and incorporating basic punctuation, such as full stops, to write simple sentences. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as noticing spelling shift in a root word when pluralising or changing the gender of a word and using conjunctions, to generate language for purposeful interaction. Students begin to develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English.
Students understand and demonstrate how language use varies according to the participants’ identity and context of use. They notice differences between Punjabi, Australian and other cultures’ practices and how these are reflected in language.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded, and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Punjabi as much as possible for classroom routines and social interactions, and in learning tasks.