k10outline - Year 5 Syllabus

Year 5 SyllabusTest

Year 5 Syllabus

Year Level Description

Year 5 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture.

In Year 5, students communicate in Punjabi, initiating interactions with their teacher and peers to exchange information about their home, neighbourhood and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information and supporting details and ideas from texts related to their personal and social worlds. They engage with imaginative texts, sharing responses to characters, events and ideas, and make connections with their own experiences and feelings. Students create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings.

Students become more familiar with the systems of the Punjabi language. They write words with complex spelling, using lagakhar and dutt. They distinguish between similar sounding words with minor spelling differences. They use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as using different tenses to indicate the time at which an action happened, and using homonyms, antonyms, synonyms and affixes to generate varied vocabulary. They build a metalanguage in Punjabi to comment on vocabulary and grammar and describe patterns, grammatical rules and variations in language structures.

Students show understanding that there are different forms of spoken and written Punjabi used in different contexts within India and in other regions of the world. They are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others.

In Year 5, students are widening their social networks, experiences, and communication repertoires in both their first language and Punjabi. They are supported to use Punjabi as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.

Communicating

Socialising

Initiate interactions with teacher and peers orally and in writing to exchange information about their home, neighbourhood and local community; for example, ਜ਼ਾਹਰਾ ਦੀ ਦਾਦੀ ਇੱਕ ਬਹੁਤ ਪੁਰਾਣੇ ਘਰ ਵਿੱਚ ਰਹਿੰਦੀ ਹੈ, ਜਿਹੜਾ ਕਿ ਸੌ ਸਾਲ ਪੁਰਾਣਾ ਹੈ। ਉਸਦੀ ਛੱਤ ਬਹੁਤ ਉੱਚੀ ਹੈ ਅਤੇ ਬਗ਼ੀਚਾ ਬਹੁਤ ਵੱਡਾ ਹੈ। ਉਸ ਵਿੱਚ ਅਮਰੂਦ, ਅੰਬ, ਕੇਲੇ, ਸੇਬ ਅਤੇ ਅਨਾਰ ਦੇ ਦਰਖ਼ਤ ਲੱਗੇ ਹੋਏ ਹਨ।;

ਸਾਡੀ ਅਧਿਆਪਕਾ ਜੀ ਸਾਨੂੰ ਅਡੀਨੀਆ ਪਾਰਕ ਲੈ ਕੇ ਗਏ। ਉੱਥੇ ਉਨ੍ਹਾਂ ਨੇ ਸਾਨੂੰ ਆਸਟ੍ਰੇਲੀਅਨ ਸਿੱਖ ਵਿਰਾਸਤ ਅਤੇ ਵੁਹਜਾ ਨੂੰਨਾ ਸੱਭਿਆਚਾਰ ਨਾਲ ਜਾਣੂ ਕਰਾਇਆ। ਸਾਨੂੰ ਉੱਥੇ ਜਾ ਕੇ ਬਹੁਤ ਚੰਗਾ ਲੱਗਿਆ। ਮੈਂ ਆਪਣੇ ਪਰਿਵਾਰ ਨਾਲ ਫਿਰ ਅਡੀਨੀਆ ਪਾਰਕ ਜਾਵਾਂਗੀ।

Engage in individual and collaborative tasks that involve organising displays, planning outings, conducting events, such as performances, group games or activities, and completing transactions in places such as a café or a market; for example, ਪੰਮੀ ਅਸੀਂ ਐਤਵਾਰ ਨੂੰ ਵਿਸਾਖੀ ਮੇਲੇ ਤੇ ਚੱਲਾਂਗੇ। ਮੈਂ ਆਪਣੀਆਂ ਹੋਰ ਸਹੇਲੀਆਂ ਨੂੰ ਵੀ ਪੁੱਛ ਲਵਾਂਗੀ। ਮੈਂ ਇੱਕ ਫੁਲਕਾਰੀ ਦਾ ਸੂਟ ਖਰੀਦਣਾ ਹੈ। ਅਸੀਂ ਉੱਥੇ ਭੰਗੜਾ ਤੇ ਗਿੱਧਾ ਵੇਖਾਂਗੇ ਅਤੇ ਚਾਟ ਪਾਪੜੀ ਖਾਵਾਂਗੇ।

Informing

Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds

Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds

Creating

Share responses to characters, events and ideas in imaginative texts, such as stories, dialogues, cartoons, television programs or films, and make connections with their own experience and feelings

Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings

Translating

Translate simple texts from Punjabi to English and vice versa, noticing which words or phrases require interpretation or explanation; for example, ਅੱਖਾਂ ਦਾ ਤਾਰਾ; ਇੱਕ ਮੁੱਠ ਹੋਣਾ

Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts

Reflecting

Compare ways of communicating in English‑speaking and Punjabi‑speaking contexts and identify ways in which culture influences language use

Understanding

Systems of language

Understand that Punjabi has symbols for half sounds which are used to indicate partial sounds or as a tone marker, called dutt (ਦੁੱਤ), and that only three letters are used as half sounds:

half R (ਪੈਰੀ ਰ): goes under a consonant and works as a blend; reads as pr, cr
half H (ਪੈਰੀ ਹ): used as a tone maker; for example, ਜੜ means fixed and ਜੜ੍ਹ means root
half V (ਪੈਰੀ ਵ): some examples are ਸ੍ਵਰਣ, ਸ੍ਵਰਗ

Build further understanding of the vowel symbols, lagaan and lagakhar

Distinguish between similar‑sounding words; for example, ਦਾਦੀ, ਦੀਦੀ; ਤਰ, ਤਾਰ, ਤਾਰਾ

Use the Punjabi sound system, Punjabi print conventions and punctuation to write texts

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:

identifying different types of nouns in simple texts
understanding that pronouns are used to emphasise the subject in a sentence; for example, ਆਪੋ-ਆਪਣਾ
understanding that adjectives are used to represent numbers or order of things; for example, ਵੀਹਵਾਂ, ਦੁਗਣਾ, ਚੌਥਾਈ, ਕੁਝ, ਦਸ ਦੇ ਦਸ
using words that show a number or frequency of a verb; for example, ਘੜੀ-ਮੁੜੀ, ਕਦੀ-ਕਦਾਈਂ
recognising that postpositions change form in relation to gender and number; for example, ਗੀਤਾ ਦਾ ਬਸਤਾ, ਯੁਵਰਾਜ ਦੀ ਕਿਤਾਬ, ਸਲਮਾਨ ਦੀਆਂ ਕਿਤਾਬਾਂ
using simple conjunctions, like ਜਾਂ, ਜਾਂ ਫਿਰ to write compound sentences and ਤਾਂ ਜੋ, ਕਿਉਂਕਿ to write complex sentences
experimenting with interjections in a text; for example, ਹਲਾ! ਬੱਚ ਕੇ!
developing an understanding of using simple and continuous present, past and future tense to write sentences
identifying gender and number in a text
further understanding that the sequence of grammatical items in a Punjabi sentence is subject+postposition+object+verb and auxiliary verb
extending understanding that the gender of masculine words ending with mukta can be changed by adding kanna to the word; for example, ਅਧਿਆਪਕ-ਅਧਿਆਪਕਾ, ਗਾਇਕ-ਗਾਇਕਾ
developing an understanding of changing singular words ending with kanna to plurals by replacing kanna with lanv (ੇ); for example, ਤੋਤਾ, ਤੋਤੇ
understanding a letter/s can be added before or after a root word to create a new word; for example, ਉਪਕਾਰ-ਪਰਉਪਕਾਰ, ਰੰਗ-ਰੰਗਤ
understanding and creating different types of sentences with correct punctuation
identifying homonyms in texts
identifying antonyms in texts
furthering understanding of how a word/s can have the same meaning as another word; for example, ਇਨਸਾਨ – ਆਦਮੀ, ਮਨੁੱਖ, ਪੁਰਖ, ਬੰਦਾ, ਮਾਨਵ
demonstrating that many words can be substituted by one word in relation to a number; for example, a group of 12 is a dozen (ਦਰਜਨ); a period of 10 years is a decade (ਦਹਾਕਾ)
becoming aware that Punjabi new year starts in March – Chet (ਚੇਤ) is the first month – and exploring the names of all the months in the desi calendar
using ਸਵਾ and ਪੌਣੇ when telling the time; for example, ਸਵਾ ਪੰਜ, ਪੌਣੇ ਅੱਠ
developing number knowledge for 61 to 80

Build a metalanguage in Punjabi to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures

Recognise that spoken, written and multimodal Punjabi texts have certain conventions and can take different forms depending on the context in which they are produced

Language variation and change

Understand that there are variations in Punjabi as it is used in different contexts by different people; for example, formal/informal register and regional variations

Role of language and culture

Understand that there are different forms of spoken and written Punjabi used in different contexts within East Punjab and West Punjab, and in other regions of the world

Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others

Achievement standard

At standard, students use familiar language when participating in spoken and written interactions to exchange information about their home, neighbourhood and local community. They use mostly familiar language to participate in tasks that involve planning outings and conducting events. Students gather and compare information and supporting details, and convey information and ideas in different formats from texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experiences. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from Punjabi to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries, word lists and pictures to translate short familiar texts. Students identify ways in which culture influences language use and provide simple examples when comparing ways of communicating in Australian and Punjabi-speaking contexts.

Students become familiar with the Punjabi sound and writing systems, understand that special symbols (dutt) are used as tone markers and recognise the relationship between consonants, lagaan and lagakhar to read and write simple texts with a satisfactory level of accuracy. They use a range of vocabulary and apply knowledge of grammatical elements in simple spoken and written texts with a satisfactory level of accuracy. Students talk about how the Punjabi language works, commenting on vocabulary and grammar, describing patterns, grammatical rules, and variations in language structures with guidance. They identify that texts have certain conventions and can take different forms. They explain that the differences in how people use Punjabi may be due to differences in register and regional variations. Students discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be interpreted differently by others.