k10outline - Year 7 Syllabus

Year 7 SyllabusTest

Year 7 Syllabus

Year Level Description

Year 7 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture. Some students begin Year 7 with proficiency in languages other than Punjabi and bring existing language learning strategies and intercultural awareness to the new experience of learning Punjabi. Students’ growing textual knowledge, developed through English literacy, supports their developing Punjabi literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.

In Year 7, students communicate in Punjabi, initiating and participating in interactions with peers and known adults to exchange information about and share opinions, thoughts and feelings about people, social events and school experiences. They engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas in texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts. Students respond to imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences. They create and present simple individual and shared imaginative texts to entertain peers and younger audiences.

Students better understand the systems of the Punjabi language when encountered in spoken and written texts. They use features of the Punjabi sound and writing systems, with all the vowels and consonants. They experiment with stress and intonation to pronounce high tonal sounds. Students consolidate the use of all the lagaan, linking them to short and long sounds. They demonstrate the nasal sound by using the bindi or tippee. Students learn to pronounce and write the under-dotted characters borrowed from other languages when writing words. They generate language for purposeful interaction in spoken and written texts by using context-related vocabulary and applying elements of grammar, including using a range of tenses to describe routines and actions and experimenting with participles. Students continue to build a metalanguage in Punjabi to describe grammatical concepts and organise learning resources.

Students recognise that Punjabi language is used differently according to the context and situation. They acknowledge that languages change over time and influence one another.

In Year 7, students reflect on changes in their own use of language/s over time, noticing how and when new ways are adopted, or existing ways adapted.

Communicating

Socialising

Initiate and participate in interactions with peers and known adults orally and in writing to exchange information about and share opinions, thoughts and feelings on people, social events and school experiences; for example, ਮੇਰਾ ਭਰਾ ਮੈਨੂੰ ਬਹੁਤ ਤੰਗ/ਪਰੇਸ਼ਾਨ ਕਰਦਾ ਹੈ।; ਕੱਲ੍ਹ ਰਾਤ ਮੈਂ ਆਪਣੇ ਦੋਸਤਾਂ/ਮਿੱਤਰਾਂ ਨਾਲ ਮੇਲੇ ਤੇ ਗਿਆ ਸੀ। ਸਾਨੂੰ ਬਹੁਤ ਮਜ਼ਾ ਆਇਆ। ਮੈਨੂੰ ਖੇਡਣਾ ਅਤੇ ਗਾਉਣਾ ਬਹੁਤ ਚੰਗਾ ਲੱਗਦਾ ਹੈ।; ਮੇਰੇ ਮਾਮੇ ਦਾ ਵਿਆਹ ਅਗਸਤ ਮਹੀਨੇ ਪੰਜਾਬ ਵਿੱਚ ਹੋਵੇਗਾ। ਮੈਂ ਵਿਆਹ ਵਿੱਚ ਫੁਲਕਾਰੀ ਵਾਲਾ ਪਟਿਆਲਾ ਸੂਟ ਪਾਵਾਂਗੀ ਅਤੇ ਮੇਰਾ ਭਰਾ ਕੁੜਤਾ ਪਜਾਮਾ ਪਾਵੇਗਾ। ਅਸੀਂ ਬਹੁਤ ਖ਼ੁਸ਼ ਹਾਂ।

Engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions; for example, hosting a Punjabi class or visitor, taking an excursion to a Punjabi restaurant or the cinema, attending a Punjabi community event or volunteering at a Punjabi school

Informing

Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds

Organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts

Creating

Respond to imaginative texts, such as songs, poems, plays or stories, by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences

Create and present simple individual and shared imaginative texts that involve imagined characters, places and experiences to entertain peers and younger audiences

Translating

Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other

Reflecting

Interact and engage with members of the Punjabi‑speaking community to share and compare aspects of culture that affect communication and notice how own culture impacts on language use; for example, ways of expressing feelings or politeness protocols associated with social events

Consider how their own biography, including personal experiences, family origins, traditions and beliefs, interests and experience, influences their identity and communication

Understanding

Systems of language

Use the features of the Punjabi sound system and build phonemic awareness by experimenting with stress and intonation to pronounce high tonal sounds in words; for example, ੜ, ਘ, ਝ, ਢ, ਧ, ਭ

Consolidate the use of all the lagaan, linking them to short, and long sounds

Distinguish the use of the bindi (ਂ) and tippee (ੰ) to pronounce Punjabi letters with a nasal quality

Recognise and correctly pronounce the under-dotted characters ਸ਼, ਖ਼, ਗ਼, ਜ਼, ਫ਼, ਲ਼

Become aware that majority of characters in Gurmukhi script occur as partners and the first sound in each pair is unaspirated and the second sound in each pair is aspirated; for example, in ਕ, ਖ and ਗ, ਘ, ਕ, ਗ are unaspirated sounds and ਖ, ਘ are aspirated sounds

Further understand that Punjabi is written from left to right, using the Gurmukhi script, with the letters being joined on top by a line to form a word, and like in English, there are spaces between words when writing sentences

Distinguish the use of the bindi (ਂ) and tippee (ੰ) when writing Punjabi words with a nasal sound

Use the adhak (ੱ) to give stress to the sound of a consonant that it precedes

Observe the slight differences in the formation of letters; for example, ਗ, ਗ਼; ਮ, ਸ, ਸ਼

Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Punjabi grammatical system, including:

building an understanding of different types of nouns used to name special people or measurable things; indicate a state; and to name a group of things; for example, ਪੰਜਾਬ, ਤੇਲ, ਖ਼ੁਸ਼ੀ, ਇੱਜੜ, ਦਲ, ਜੱਥਾ
becoming aware that pronouns can be used to ask questions; for example, ਕੌਣ; ਕਿਸਦਾ; ਕਿਹੜਾ?
becoming aware that pronouns act like an adjective when they modify nouns; for example, ਇਹ ਕਿਤਾਬ ਮੇਰੀ ਹੈ।
using different forms of verbs in the context of time; for example, ਮੀਤਾ ਅੱਜ ਆਈ ਹੈ।; ਮੀਤਾ ਪਿਛਲੇ ਸੋਮਵਾਰ ਆਈ ਸੀ।; ਮੀਤਾ ਅਗਲੇ ਵੀਰਵਾਰ ਆਵੇਗੀ।
becoming aware that sentences can be written in different ways without altering the meaning of the sentence (active voice and passive voice); for example, ਸਿਮਰਨ ਨੇ ਚਿੱਠੀ ਲਿਖੀ।; ਚਿੱਠੀ ਸਿਮਰਨ ਦੁਆਰਾ ਲਿਖੀ ਗਈ।
noticing that adverbs modify verbs; for example, ਕਮਰਾ ਖਚਾਖਚ ਭਰਿਆ ਹੋਇਆ ਸੀ।; ਉਹ ਹੌਲ਼ੀ-ਹੌਲ਼ੀ ਜਾ ਰਿਹਾ ਹੈ।
becoming aware that the function of postpositions in Punjabi is the same as that of prepositions in English, except that postpositions are used after the noun; for example, ਸੀਤਾ ਨੇ ਕਿਤਾਬ ਪੜ੍ਹੀ। ਵਾਕ ਵਿਚ ਸੰਬੰਧਕ ‘ਨੇ’ ਸੀਤਾ ਦੇ ਬਾਅਦ ਆਇਆ ਹੈ, ਜੋ ਕਿ ਇਕ ਨਾਂਵ ਹੈ।
using conjunctions to create compound sentences; for example, ਮੈਂ ਬਜ਼ਾਰ ਜਾਵਾਂ ਜਾਂ ਮੈਂ ਆਪਣਾ ਕੰਮ ਖ਼ਤਮ ਕਰਾਂ।
further understanding that the gender of masculine words ending with mukta is changed by adding a kanna and ਣੀ to the word; for example, ਸੇਠ – ਸਿਠਾਣੀ; ਮੁਗ਼ਲ – ਮੁਗ਼ਲਾਣੀ
pluralising the words ending with dulankar (ੂ) by adding ਆ and a bindi on top (ਆਂ) of the root word; for example, ਵਸਤੂ-ਵਸਤੂਆਂ; ਗਊ-ਗਊਆਂ
observing that some words connect nouns and pronouns to a verb or other words in a sentence for example, ਨੇ, ਨੂੰ, ਨਾਲ, ਲਈ; ਦਾਦੀ ਜੀ ਨੇ ਕਹਾਣੀ ਸੁਣਾਈ।; ਦਾਦੀ ਜੀ ਨੇ ਬੱਚਿਆਂ ਨੂੰ ਕਹਾਣੀ ਸੁਣਾਈ।; ਦਾਦੀ ਜੀ ਨੇ ਬੱਚਿਆਂ ਲਈ ਖੀਰ ਬਣਾਈ।
understanding the perfect continuous tense in all three forms and observing the verb endings in the sentences; for example, ਉਹ ਦੋ ਘੰਟੇ ਤੋਂ ਇੰਤਜ਼ਾਰ ਕਰ ਰਿਹਾ ਹੈ।; ਮੈਂ ਸਵੇਰ ਤੋਂ ਸਫ਼ਰ ਕਰ ਰਹੀ ਸੀ।; ਉਹ ਸਵੇਰ ਤੋਂ ਸਫ਼ਰ ਕਰ ਰਿਹਾ ਹੋਵੇਗਾ।
developing an understanding of how adding a letter/s before or adding a letter/s or a symbol after a root word creates new words; for example, ਉਮਰ-ਹਮਉਮਰ; ਪੰਜਾਬ-ਪੰਜਾਬਣ; ਉਸਾਰ-ਉਸਾਰੀ
using Punjabi sentence structure to create compound sentences
using different grammatical features such as homonyms and synonyms to create texts
developing an understanding that one word can be substituted for many words; for example, ਦਇਆ ਦੀ ਭਾਵਨਾ ਵਾਲਾ – ਦਿਆਲੂ
becoming aware of the participle and its types; for example, ਰਾਮ ਰੋਜ਼ ਗਾਉਂਦਾ ਹੈ।; ਮੈਨੂੰ ਪੜ੍ਹਿਆ-ਲਿਖਿਆ ਅੱਜ ਵੀ ਯਾਦ ਹੈ।
using cardinal and ordinal numbers in familiar contexts and modelled language, such as with age, date, time and describing the school day; for example, ਨੀਤੀ ਅੱਜ ਪੌਣੇ ਪੰਜ ਵਜੇ ਘਰ ਆਈ ਹੈ।

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources

Understand the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction

Language variation and change

Explore how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

Reflect on changes in their own use of Punjabi over time, noticing how and when new ways are adopted or existing ways adapted

Role of language and culture

Understand that language use reflects cultural expression, assumptions and perspectives

Achievement standard

At standard, students use familiar language when initiating and participating in spoken and written interactions in Punjabi to exchange information about people, social events and school experiences. Students engage, with guidance, in the planning of Punjabi events or activities and participate in transactions. They access and summarise some key information and supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit various audiences and contexts. They express simple opinions and describe some of the themes, key ideas and techniques used in imaginative texts and create and present simple imaginative texts to entertain peers and younger audiences. They translate texts, with some inaccuracies, noticing when it is difficult to transfer meaning from one language to the other. Students interact with Punjabi speakers to share and compare some aspects of culture that affect communication and notice how their own culture impacts on language use. They also consider how their own biography influences their identity and communication.

Students better understand the systems of the Punjabi language, using the features of the Punjabi sound system and building phonemic awareness. They experiment with stress and intonation to pronounce high tonal sounds in words and observe the slight differences in the formation of letters when reading and writing, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students describe how the Punjabi language works, using some relevant metalanguage to organise learning resources. They apply the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction. Students discuss how elements of communication and choice of language vary according to context and situation. They reflect on changes in their use of language/s over time, noticing how and when new ways are adopted, or existing ways are adapted. They identify some ways in which language use reflects cultural expression, assumptions and perspectives.