Year 4 SyllabusTest
Year 4 Syllabus
Year Level Description
Year 4 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Punjabi, interacting with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Punjabi language, experimenting with the pronunciation of under-dotted loan words and intonation patterns. They compose text using simple and compound sentences with a focus on the uniformity and alignment of letters. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as using adjectives to describe qualities or characteristics, conjunctions to make compound sentences and the present, past and future tenses to indicate time. Students develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English.
Students understand that Punjabi is an important global language and make connections between culture and language use.
In Year 4, students continue to be encouraged to use Punjabi as much as possible for social interactions and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests; for example, ਮੈਂ ਸਵੇਰੇ ੭ ਵਜੇ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਜਾਂਦਾ ਹਾਂ।; ਸ਼ਨਿੱਚਰਵਾਰ ਨੂੰ ਮੈਂ ਗਿੱਧਾ ਸਿੱਖਣ ਜਾਂਦੀ ਹਾਂ।; ਐਤਵਾਰ ਨੂੰ ਅਸੀਂ ਸਾਰੇ ਬਜ਼ਾਰ ਜਾਂਦੇ ਹਾਂ।; ਮੈਂ ਸਵੇਰੇ ੬ ਵਜੇ ਸੈਰ ਤੇ ਜਾਂਦੀ ਹਾਂ।; ਸਕੂਲ/ਵਿਦਿਆਲੇ ਤੋਂ ਆਉਣ ਤੋਂ ਬਾਦ ਮੈਂ ਆਪਣੀਆਂ ਸਹੇਲੀਆਂ ਨਾਲ ਖੇਡਦੀ ਹਾਂ।; ਮੈਂ ਹੁਣ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਨੂੰ ਜਾ ਰਿਹਾ ਹਾਂ, ਪਰ ਸ਼ਾਮ ਨੂੰ ਮੈਂ ਸਟੇਡੀਅਮ ਵਿੱਚ ਕ੍ਰਿਕਟ ਖੇਡਣ ਜਾਵਾਂਗਾ।
Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions while creating a display, conducting a role play or scenario, science experiments, cooking or craft activities; for example, ਕੀ ਤੁਸੀਂ ਵਿਗਿਆਨ ਦੇ ਪ੍ਰਯੋਗ ਵਾਸਤੇ ਸਾਰਾ ਸਮਾਨ ਇਕੱਠਾ ਕਰ ਲਿਆ ਹੈ?; ਅੱਜ ਅਸੀਂ ਸਨੋਵਾਈਟ ਦਾ ਨਾਟਕ ਕਰਨਾ ਹੈ।; ਪਹਿਲਾਂ ਇੱਕ ਪਤੀਲੇ ਵਿੱਚ ਦੁੱਧ ਉਬਾਲੋ ਅਤੇ ਫਿਰ ਉਸ ਵਿੱਚ ਚੌਲ ਪਾ ਦਿਓ।
Informing
Locate and process factual information in a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
Creating
Participate in and respond to imaginative texts, discussing messages and using modelled language to make statements about characters or themes
Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language; for example, ਵਿਸਾਖੀ ਵੇਲੇ ਫ਼ਸਲਾਂ ਦੀ ਵਾਢੀ ਦਾ ਦ੍ਰਿਸ਼
Translating
Translate words, phrases and expressions in simple texts – for example, ਬਹੁਤ ਭੁੱਖੀ ਸੁੰਡੀ, (The Very Hungry Caterpillar) and ਭੂਰੇ ਭਾਲੂ, ਭੂਰੇ ਭਾਲੂ, ਤੂੰ ਕੀ ਦੇਖਿਆ? (Brown Bear, Brown Bear, What Do You See?) – to compare meanings and share understandings about aspects of language and culture that are different from English
Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts
Reflecting
Notice and describe how language reflects cultural practices and norms; for example, using ਜੀ with names of people to show respect; addressing older siblings and relatives with terms of respect such as, ਭੈਣ ਜੀ, ਵੀਰ ਜੀ, ਬੀਜੀ, ਬਾਪੂ ਜੀ
Understanding
Systems of language
Recognise different intonation for questions, statements and commands
Understand the vowel symbols lagaan and lagakhar
Recognise that some Punjabi sounds do not exist in English; for example, ਖ, ਝ ਆਦਿ
Recognise how some Punjabi words are borrowed from other languages, including Portuguese, Arabic and Persian, and could be pronounced and written with a dot below the letters; for example, ਸ਼, ਖ਼, ਗ਼, ਜ਼, ਫ਼, ਲ਼ – ਖ਼ਰਬੂਜਾ, ਸ਼ੁਰੂ
Become aware that ਓ and ੲ cannot be used in mukta form
Use the Punjabi sound system, Punjabi print conventions and basic punctuation to write simple sentences and compound sentences; for example, ਸਾਹਿਬਾ ਨੇ ਦੁੱਧ ਪੀਤਾ ਤੇ ਪੜ੍ਹਨ ਲੱਗੀ।
Write correctly-formed letters with uniformity in size and alignment
Experiment with simple punctuation to end a sentence (I), signal a question (?) or show emphasis (!), or to connect two independent clauses (,)
Generate language for a range of purposes in simple spoken and written texts by recognising and using context‑related vocabulary and elements of the Punjabi grammatical system, including:
- understanding that a word can represent a group of people, animals or things; for example, ਝੁੰਡ, ਫ਼ੌਜ, ਬੇੜਾ
- understanding pronouns that do/do not refer to any person, amount or objects in particular; examples of definite pronouns include ਇਹ, ਉਸ, ਇੰਨਾਂ and indefinite pronouns include ਕੁਝ, ਬਹੁਤ, ਕੋਈ
- stating order or multiplicity of things; for example, ਪਹਿਲਾ, ਸੌਵਾਂ, ਦੁਗਣਾ, ਤਿਗਣਾ/ਤਿੰਨ ਗੁਣਾ
- recognising the shift in verbs in relation to the gender and number of the noun to which they refer to; for example, ਹੈਨਰੀ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਗਿਆ ਸੀ।; ਹਾਤੀਮਾ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਗਈ ਸੀ।; ਅਸੀਂ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਗਏ ਸੀ।
- understanding that sentences with a transitive verb have both a subject and an object; for example, ਸਿਮਰਨ ਗਾਣਾ ਗਾਉਂਦੀ ਹੈ।
- using adverbs to show the way action has happened; for example, ਹੌਲ਼ੀ, ਇਉਂ
- recognising and using postpositions that do not change form in a sentence at all, such as ਦੁਆਰਾ, ਲਈ, ਵਾਸਤੇ; for example, ਮਾਂ ਮੇਰੇ ਵਾਸਤੇ ਕਿਤਾਬ ਲਿਆਈ। ਮਾਂ ਸਾਡੇ ਵਾਸਤੇ ਕਿਤਾਬਾਂ ਲਿਆਈ।
- using simple conjunctions such as ਪਰ, ਫਿਰ ਵੀ to write compound sentences; for example, ਪਵਨ ਪੜ੍ਹ ਰਿਹਾ ਹੈ ਪਰ ਰਮਨ ਖੇਡ ਰਿਹਾ ਹੈ।
- becoming aware that words or phrases can be used to express a spontaneous feeling or reaction; for example, ਬੱਲੇ!; ਖ਼ਬਰਦਾਰ!
- understanding the use of past, present and future continuous tenses to write sentences; for example, ਮੀਤਾ ਪੜ੍ਹ ਰਹੀ ਹੈ।; ਸਲੀਮ ਪੜ੍ਹ ਰਿਹਾ ਸੀ।; ਪ੍ਰੀਤ ਪੜ੍ਹ ਰਹੀ ਹੋਵੇਗੀ।
- developing an understanding of changing the gender of masculine words ending with mukta by adding ਨੀ, ਣੀ or ੜੀ; for example, ਸ਼ੇਰ, ਸ਼ੇਰਨੀ; ਭਗਤ, ਭਗਤਣੀ; ਬਾਲ, ਬਾਲੜੀ
- experimenting with changing the root word when making plurals of words ending with bihari (ੀ), by adding ਆ and a bindi on top (ਆਂ); for example, ਕੁੜੀ, ਕੁੜੀਆਂ
- recognising that one word can have multiple meanings; for example, ਉੱਤਰ can mean direction, answer, going down or getting down
- understanding that different words can have the same meaning; for example, ਉਜਾਲਾ – ਚਾਨਣ, ਪ੍ਰਕਾਸ਼, ਰੋਸ਼ਨੀ, ਲੋਅ
- using the prefixes ਅਣ, ਅਪ, ਅਨ, ਕੁ, ਨਾ, ਨਿ, ਨਿਹ, ਨਿਸ਼, ਨਿਰ ਆਦਿ to create antonyms; for example, ਮਾਨ, ਅਪਮਾਨ; ਫਲ, ਨਿਸ਼ਫਲ
- comparing the duration of seasons in the Punjab region and Australian seasons
- using suitable language while telling the time; for example, ਸਾਢੇ ਅੱਠ, ਤਿੰਨ ਵੱਜ ਕੇ ਵੀਹ ਮਿੰਟ
- developing number knowledge for 41 to 60
Develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English
Notice differences in familiar texts, such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose
Language variation and change
Understand that different ways of using Punjabi language reflect different regions and countries, different relationships and different ways of making meaning
Role of language and culture
Understand that Punjabi is an important global language used by communities in many countries around the world and that it has connections with several other languages
Make connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
Achievement standard
At standard, students use simple familiar language, with occasional guidance, when participating in spoken and written interactions to exchange information about their daily routines at home and school, significant days and their interests. They participate in most tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate, process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to imaginative texts, using modelled language, to make statements about characters or themes. Students create and perform short imaginative texts, using familiar expressions, simple statements and modelled language. They use dictionaries with guidance, word lists and pictures to translate simple familiar texts. Students share meanings and understandings about aspects of Punjabi language and culture that are different from English.
Students become familiar with the Punjabi sound and writing systems, with a satisfactory level of accuracy, using vocabulary and applying elements of grammar in simple spoken and written texts related to their interests and daily routines at home and school. They recognise characteristics of Punjabi pronunciation and intonation patterns to express themselves with a satisfactory level of accuracy. They begin, with guidance, to describe how the Punjabi language works, using terms similar to those used in English. Students make some simple comparisons between features of familiar texts. They state that Punjabi is an important global language and list connections with several other languages. Students make some connections between language use and culture by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.
Year Level Description
Year 4 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Punjabi, interacting with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Punjabi language, experimenting with the pronunciation of under-dotted loan words and intonation patterns. They compose text using simple and compound sentences with a focus on the uniformity and alignment of letters. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as using adjectives to describe qualities or characteristics, conjunctions to make compound sentences and the present, past and future tenses to indicate time. Students develop a metalanguage in Punjabi for talking about language, using terms similar to those used in English.
Students understand that Punjabi is an important global language and make connections between culture and language use.
In Year 4, students continue to be encouraged to use Punjabi as much as possible for social interactions and in learning tasks.