Year 8 SyllabusTest
Year 8 Syllabus
Year Level Description
Year 8 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Punjabi, initiating and participating in interactions with peers and known adults to discuss and share ideas, opinions and experiences of special holidays and travel. They engage in individual and collaborative tasks that involve planning experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds. They organise and present information and ideas to raise awareness of and inform others about texts, using language and modes of presentation to compare perspectives and experiences. Students respond to imaginative texts, analysing the ideas, themes, values and techniques used to entertain audiences, and make connections with personal experiences. They create and present a range of simple imaginative texts, selecting appropriate language, rhythms and images to enrich the visual or listening experience.
Students better understand the systems of the Punjabi language when encountered in simple spoken and written texts. They use the features of the Punjabi sound and writing systems, recognising the elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning. Students become aware of the importance of precise pronunciation, distinguishing between aspirated and unaspirated sounds to prevent distortion of the meaning of the word. They understand the subtle differences in similar looking letters, highlighting the significance of writing correct spellings in conveying intended meanings. Students generate language for purposeful interaction in spoken and written texts by continuing to extend their knowledge and use of context-related vocabulary and elements of grammar, including the use of prefixes and suffixes to change the meaning of a root word, extending their use of adjectives, and adverbs, and understanding that postpositions change form to comply with number, gender and case. Students continue to build a metalanguage to describe grammatical concepts and to organise learning.
Students widen their social networks, experiences and communication repertoires in Punjabi. They are encouraged to investigate the nature and extent of Punjabi language use in both Australian and global contexts, reflect on different aspects of the cultural dimension of learning and using Punjabi, and consider how this might be interpreted and responded to by members of the community.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use the Punjabi language in more extended and elaborate ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Initiate and participate in interactions with peers and known adults orally and in writing to discuss and share ideas, opinions and experiences of special holidays and travel; for example, ਤੁਹਾਡੀ ਭਾਰਤ ਦੀ ਯਾਤਰਾ ਕਿਵੇਂ ਰਹੀ?; ਤੂੰ/ਤੁਸੀਂ ਗਰਮੀ ਦੀ ਛੁੱਟੀਆਂ ਵਿੱਚ ਕਿੱਥੇ ਗਈ/ਗਏ ਸੀ? ਮੈਂ ਆਪਣੇ ਪਰਿਵਾਰ ਨਾਲ ਪਹਿਲਾਂ ਅੰਮ੍ਰਿਤਸਰ ਗਈ ਸੀ, ਅਤੇ ਉਸ ਤੋਂ ਬਾਅਦ ਚੰਡੀਗੜ੍ਹ ਤੋਂ ਹੁੰਦੇ ਹੋਏ ਦਿੱਲੀ ਵਾਪਸ ਆ ਗਈ।; ਤੂੰ/ਤੁਸੀਂ ਦੀਵਾਲੀ (ਬੰਦੀ ਛੋੜ) ਤੇ ਕੀ ਕਰਦਾ/ਕਰਦੀ/ਕਰਦੇ ਹੈਂ/ਹੋ? ਮੈਂ/ਅਸੀਂ ਦੀਵਾਲੀ (ਬੰਦੀ ਛੋੜ) ਤੇ ਗੁਰਦੁਆਰੇ ਜਾਂਦਾ/ਜਾਂਦੀ/ਜਾਂਦੇ ਹਾਂ। ਸ਼ਾਮ ਨੂੰ ਅਸੀਂ ਸਾਰਾ ਪਰਿਵਾਰ ਦਾਦੀ ਦੇ ਘਰ ਜਾਂਦੇ ਹਾਂ ਤੇ ਆਪਣੇ ਚਚੇਰੇ ਭੈਣਾਂ ਤੇ ਭਰਾਵਾਂ ਨਾਲ ਦੀਵਾਲੀ (ਬੰਦੀ ਛੋੜ) ਮਨਾਉਂਦੇ ਹਾਂ। ਅਸੀਂ ਸਾਰੇ ਘਰ ਵਿੱਚ ਦੀਵੇ ਜਗਾਉਂਦੇ ਹਾਂ ਤੇ ਮਿਠਾਈਆਂ ਖਾਂਦੇ ਹਾਂ।
Engage in individual and collaborative tasks that involve planning experiences and activities, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services, including culture-specific experiences and preparing for a real or virtual event, trip or excursion, a sporting event or community festival ਦੀਵਾਲੀ (ਬੰਦੀ ਛੋੜ); ਹੋਲੀ (ਹੋਲਾ-ਮਹੱਲਾ); ਈਦ, ਸੁਤੰਤਰਤਾ ਦਿਨ
Informing
Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for intended audiences
Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using language and modes of presentation to compare perspectives and experiences
Creating
Respond to imaginative texts, such as raps, poems, picture books or cartoons, analysing ideas, themes, values and techniques used to engage and entertain audiences, and making connections with personal experiences and other imaginative texts in own language and culture
Create and present a range of simple texts that involve imagined contexts and characters, selecting appropriate language, rhythms and images to enrich the visual or listening experience
Translating
Translate and/or interpret texts, including those that use language with colloquial or cultural associations, and consider why there might be differences in interpretation and how language reflects elements of culture
Reflecting
Participate in intercultural interactions with members of the Punjabi-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
Understanding
Systems of language
Continue to build on knowledge of the features of the Punjabi sound system, and phonemic awareness by using stress and intonation to pronounce high tonal sounds – ਙ, ਞ, ਣ; for example, ਕੰਙਣ, ਸੁਣ
Recognise the specific sound of the consonants, and the correct pronunciation of the same, to avoid distorting the meaning of the word in Punjabi; for example, ਘਰ, ਘੜ; ਗੰਦ, ਗੰਧ; ਜੂਠ, ਝੂਠ
Recognise and correctly pronounce the under-dotted characters as required; for example, ਖ਼ਜ਼ਾਨਾ, ਗ਼ਜ਼ਲ
Distinguish loan words from other languages; for example, Persian (ਇੱਜ਼ਤ, ਗੁਨਾਹ, ਤਨਖ਼ਾਹ) and English (ਸਟੇਸ਼ਨ, ਫ਼ਿਲਮ, ਪਿਕਨਿਕ)
Understand the influence of the Punjabi sound system when pronouncing loan words from English; for example, ਬਿਸਕੁਟ ਅਤੇ ਜਨਵਰੀ
Use appropriate rhythm and intonation in familiar and rehearsed activities
Recognise the difference in pronunciation of aspirated and unaspirated sounds
Observe the slight differences in the formation of letters; for example, ਥ, ਖ, ਖ਼; ਪ, ਧ
Apply all punctuation marks used in Punjabi and understand their functions
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:
- using different types of nouns to share ideas, opinions and experiences, and exchange information; for example, ਗਰਮੀਆਂ ਵਿੱਚ ਪਹਾੜਾਂ ਦਾ ਮੌਸਮ ਬੜਾ ਸੁਹਾਵਣਾ ਹੁੰਦਾ ਹੈ। ਪਹਾੜਾਂ ਉੱਤੇ ਬਹੁਤ ਸਾਰੇ ਸੈਲਾਨੀ ਆਉਂਦੇ ਹਨ। ਕਰਨ ਆਪਣੇ ਪਰਿਵਾਰ ਨਾਲ ਪਹਾੜਾਂ ਤੇ ਗਿਆ ਸੀ। ਉੱਚੇ- ਉੱਚੇ ਪਹਾੜ ਵੇਖ ਕੇ ਰਮੇਸ਼ ਬਹੁਤ ਖ਼ੁਸ਼ ਹੋ ਰਿਹਾ ਸੀ।
- building an understanding of different adjectives and using them to express ownership and quantity; for example, ਮੈਂ ਬਹੁਤ ਸਾਰਾ ਸਮਾਨ ਖ਼ਰੀਦ ਲਿਆ।
- noticing the change in the sentence structure when experimenting with active voice and passive voice
- understanding that some postpositions change form to comply with number, gender or case but many postpositions do not change their form at all; for example, ਮੋਨਾ ਦਾ ਮੇਜ਼ ਟੁੱਟ ਗਿਆ।; ਅਬਦੁਲ ਦੀ ਕੁਰਸੀ ਟੁੱਟ ਗਈ।; ਯਸ਼ ਦੇ ਕੱਪੜੇ ਗਿੱਲੇ ਹੋ ਗਏ।; ਸੇਬਾਂ ਦੀਆਂ ਬਹੁਤ ਕਿਸਮਾਂ ਹੁੰਦੀਆਂ ਹਨ।
- using conjunctions to create complex sentences; for example, ਮੈਂ ਜਲਦੀ ਕੰਮ ਖ਼ਤਮ ਕਰਨਾ ਚਾਹੁੰਦੀ ਹਾਂ ਤਾਂ ਕਿ ਮੈਂ ਪੜ੍ਹ ਸਕਾਂ।
- recognising that specific interjections are used to express joy, wishes, surprise or respect; for example, ਅਸ਼ਕੇ! ਕਾਸ਼! ਹਲਾ!ਧੰਨ ਭਾਗ!
- understanding that some non-living nouns have fixed gender; for example, ਦਰਖ਼ਤ, ਸੋਨਾ, ਧਰਤੀ, ਚਾਂਦੀ
- further understanding the change in the root word when making plurals of words ending with dulanv (ੈ), and kanaura (ੌ) by adding ਆ and a bindi on top (ਆਂ) to the root word; for example, ਸ਼ੈ-ਸ਼ੈਆਂ, ਖ਼ੁਸ਼ਬੋ-ਖ਼ੁਸ਼ਬੋਆਂ
- developing an understanding of case, its types (ਕਰਤਾ, ਕਰਮ, ਕਰਣ ...) and the symbols (ਨੇ, ਨੂੰ, ਨਾਲ, ਦੁਆਰਾ ...) used for a particular case; for example, ਕੁੜੀ ਨੇ ਰੋਟੀ ਖਾਧੀ। ਤਨਵੀ ਨੇ ਦੁਕਾਨਦਾਰ ਨੂੰ ਪੈਸੇ ਦਿੱਤੇ।
- understanding conditional tense in all three forms and observing the verb endings in sentences; for example, ਜੇ ਤੁਸੀਂ ਮੇਰੀ ਮਦਦ ਕਰੋ ਤਾਂ ਮੈਂ ਜਲਦੀ ਕੰਮ ਖ਼ਤਮ ਕਰ ਸਕਦਾ ਹਾਂ। ਜੇ ਤੂੰ ਜਲਦੀ ਚੱਲੇਂਗਾ ਤਾਂ ਹੀ ਉੱਥੇ ਪਹੁੰਚੇਂਗਾ।
- showing an understanding of prefixes (by adding a letter/s before the root word) and suffixes (by adding a letter or a symbol after the root word) by creating new words; for example, ਪਰਉਪਕਾਰ, ਘਬਰਾਹਟ, ਅਸਮਾਨੀ, ਉਜਾੜੂ
- creating meaningful text by using homonyms, synonyms and antonyms
- understanding that one word can be substituted for many words
- becoming aware that some groups of words have a meaning that is not deducible from the meaning of the individual words (idioms); for example, ਗਲ ਨਾਲ ਲਾਉਣਾ
- becoming aware that the present participle changes according to number and gender; for example, ਖਾਂਦਾ, ਖਾਂਦੇ, ਖਾਂਦੀ; ਚੜ੍ਹਦਾ, ਚੜ੍ਹਦੇ, ਚੜ੍ਹਦੀ
- locating events in time, such as days, dates and months; for example, ਦਰਸ਼ ਸੋਮਵਾਰ ਨੂੰ ਸਕੂਲ/ਵਿਦਿਆਲੇ ਨਹੀਂ ਗਿਆ।
- referring to the past and future using time indicators; for example, ਰਿੱਧੀ ਛੇ ਮਹੀਨੇ ਪਹਿਲਾਂ ਪੰਜਾਬ ਗਈ ਸੀ।
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
Language variation and change
Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation
Investigate the nature and extent of Punjabi language use in both Australian and global contexts
Role of language and culture
Reflect on different aspects of the cultural dimension of learning and using Punjabi and consider how this might be interpreted and responded to by members of the community
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions to exchange information on special holidays and travel, and to collaborate on tasks, activities and transactions. They access, summarise and share key ideas and information from texts and present them in different formats for their intended audiences. Students analyse key ideas, themes, values and techniques in imaginative texts and make some connections with other imaginative texts in their own language and culture. They also create and present simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the experience. Students translate and/or interpret texts, with some accuracy, and consider why there might be differences in interpretation. They consider how their biography influences their identity and communication, and shapes their intercultural experiences.
Students apply the Punjabi sound and writing systems and use familiar vocabulary related to special holidays and travel, with a satisfactory level of accuracy. They apply most of the structures and conventions of a range of text types and identify most key features and functions of the different genres. They examine and, at times, vary elements of communication according to context and situation. Students discuss the nature and extent of Punjabi language use in both Australian and global contexts and explain the different cultural aspects of learning and using Punjabi, considering how this might be interpreted and responded to by members of the community.
Year Level Description
Year 8 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Punjabi, initiating and participating in interactions with peers and known adults to discuss and share ideas, opinions and experiences of special holidays and travel. They engage in individual and collaborative tasks that involve planning experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds. They organise and present information and ideas to raise awareness of and inform others about texts, using language and modes of presentation to compare perspectives and experiences. Students respond to imaginative texts, analysing the ideas, themes, values and techniques used to entertain audiences, and make connections with personal experiences. They create and present a range of simple imaginative texts, selecting appropriate language, rhythms and images to enrich the visual or listening experience.
Students better understand the systems of the Punjabi language when encountered in simple spoken and written texts. They use the features of the Punjabi sound and writing systems, recognising the elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning. Students become aware of the importance of precise pronunciation, distinguishing between aspirated and unaspirated sounds to prevent distortion of the meaning of the word. They understand the subtle differences in similar looking letters, highlighting the significance of writing correct spellings in conveying intended meanings. Students generate language for purposeful interaction in spoken and written texts by continuing to extend their knowledge and use of context-related vocabulary and elements of grammar, including the use of prefixes and suffixes to change the meaning of a root word, extending their use of adjectives, and adverbs, and understanding that postpositions change form to comply with number, gender and case. Students continue to build a metalanguage to describe grammatical concepts and to organise learning.
Students widen their social networks, experiences and communication repertoires in Punjabi. They are encouraged to investigate the nature and extent of Punjabi language use in both Australian and global contexts, reflect on different aspects of the cultural dimension of learning and using Punjabi, and consider how this might be interpreted and responded to by members of the community.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use the Punjabi language in more extended and elaborate ways for classroom interactions and routines, task participation and structured discussion.