Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture.
In Year 9, students communicate in Punjabi, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Punjabi cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Punjabi language when encountered in simple spoken and written texts. They accurately utilise stress, intonation, and volume for effective communication in various social settings, and in some formal contexts. They actively listen to and distinguish tonal differences in letters, recognising high and low tone production based on their position within a word. They gain an understanding that the Gurmukhi script is an abugida writing system, where consonants and vowels are written as a unit. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context‑related vocabulary and knowledge of grammatical elements such as consolidating the use of adjectives, different types of case and including idioms and proverbs to enhance the quality of their writing. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Punjabi language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships; for example, ਜਦ ਮੈਂ ਸੱਤ ਸਾਲ ਦੀ ਸੀ...; ਹੁਣ ਮੈਂ ਇਹ ਨਹੀਂ ਕਰ ਸਕਦੀ।; ਭਵਿੱਖ ਵਿੱਚ ਮੈਂ...; ਤੂੰ/ਤੁਸੀਂ ਘਰ ਵਿੱਚ ਕੀ ਕੰਮ ਕਰਦਾ/ਕਰਦੀ/ਕਰਦੇ ਹੈਂ/ਹੋ?; ਮੇਰੇ/ਮੇਰੀ ਹਿਸਾਬ/ਰਾਏ ਨਾਲ...; ਤੂੰ/ਤੁਸੀਂ ਕੀ ਸੋਚਦਾ/ਸੋਚਦੇ ਹੈਂ/ਹੋ?; ਮੈਨੂੰ ਲੱਗਦਾ ਹੈ...; ਤੂੰ/ਤੁਸੀਂ ਬੜੀ ਜਲਦੀ ਕੰਮ ਕਰ ਰਿਹਾ/ਰਹੇ ਹੈਂ/ਹੋ।
Engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information; for example, planning a display or performance to illustrate their memories of aspects of their childhood, or organising a forum to raise awareness of issues of interest to teenagers
Informing
Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audiences
Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Discuss how imaginative texts reflect Punjabi cultural values or experiences through structure, language and mood to build action, develop character and position the reader/audience
Create and present imaginative texts, designed to engage different audiences, that involve moods and effects
Translating
Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
Reflecting
Monitor language choices when using Punjabi, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
Understanding
Systems of language
Use stress, intonation and volume accurately to speak in most social and some formal contexts
Recognise the placement of tongue and airflow when pronouncing words with ਸ਼ and ਛ; for example, ਸ਼ੱਕ, ਛੱਕ
Listen to the tonal letters ਘ, ਝ, ਢ, ਧ, ਭ and differentiate the high and low tone production depending upon their place in a word; for example, ਝਗੜਾ, ਕੁਝ; ਧੰਨ, ਕੰਧ
Understand the slight differences in the formation of letters; for example, ਡ ਤ, ਭ; ੜ, ਝ; ਰ, ਹ
Become aware that Gurmukhi script is an abugida writing system that has sequences of consonants and vowels written as a unit; for example, ਮਾਸੀ, ਗੁਲਾਬ, ਚੌਵੀ
Apply the knowledge of the features of the Punjabi sound system (consonants, lagaan, lagakhar and dutt) along with relevant grammar to write Punjabi texts
Consolidate the use of punctuation in understanding and creating Punjabi texts
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Punjabi grammatical system, including:
- becoming aware of compound nouns; for example, ਟਿੱਡੀ+ਦਲ-ਟਿੱਡੀਦਲ, ਸਾਫ਼+ਦਿਲ-ਸਾਫ਼ਦਿਲ, ਚਿੜੀ+ਮਾਰ-ਚਿੜੀਮਾਰ
- building an understanding of the fact that adjectives can only modify nouns and pronouns; for example, ਮੀਂਹ-ਹਨ੍ਹੇਰੀ ਨੇ ਫ਼ਸਲਾਂ ਦਾ ਬਹੁਤ ਨੁਕਸਾਨ ਕੀਤਾ ਹੈ।; ਉਹ ਕਾਰ ਬਹੁਤ ਵੱਡੀ ਹੈ।
- understanding that adjectives can be used objectively (ਪੁਰਾਣਾ, ਲਾਲ, ਸਾਫ਼) and subjectively (ਖੁਸ਼, ਭੁੱਖਾ, ਠੰਢਾ)
- extending understanding of the four ways the verbs are differentiated
- identifying and understanding the shift in the sentence structure from active voice to passive voice; for example, ਗਿਆਨ ਨੇ ਸਫ਼ਾਈ ਕੀਤੀ। ਸਫ਼ਾਈ ਗਿਆਨ ਦੁਆਰਾ ਕੀਤੀ ਗਈ।
- building an understanding that adverbs modify verbs and adjectives as well as other adverbs; for example, ਅਸਲਮ ਬਾਰ-ਬਾਰ ਉੱਚੀ ਆਵਾਜ਼ ਵਿੱਚ ਬੋਲ ਰਿਹਾ ਸੀ।; ਮਾਤਾ ਕਦੀ-ਕਦਾਈਂ ਬਾਹਰ ਰੋਟੀ ਪਕਾਉਂਦੀ ਹੈ।
- understanding the use of inflected and uninflected postpositions as case markers; for example, ਦਾ, ਦੇ, ਨੇ, ਨੂੰ
- experimenting with conjunctions to create cohesive texts
- further understanding that specific interjections are used for encouraging, addressing, expressing disapproval, warning or blessings; for example, ਸ਼ਾਬਾਸ਼!; ਓਏ ਕਾਕਾ!; ਬਚੀਂ!; ਖੁਸ਼ ਰਹੋ!
- continue exploring the different ways of transforming masculine words to feminine words
- demonstrating an understanding of the rules of conversion from singular to plural
- identifying different type of case, the symbols used for each case and the questions asked to find out the type of case; for example, ਕਰਤਾ ਕਾਰਕ ਦੀ ਪਛਾਣ ਕੌਣ? ਕਿਸ ਨੇ? ਪ੍ਰਸ਼ਨਾਂ ਨਾਲ ਹੁੰਦੀ ਹੈ ਅਤੇ ਇਸਦਾ ਚਿੰਨ੍ਹ ‘ਨੇ’ ਹੈ।
- understanding that different phrases or sentences are used for command/instruction in Punjabi (imperative present tense); for example, ਸਾਰੇ ਜਾਣੇ ਬਾਹਰ ਆਓ।
- becoming aware that adding prefixes and suffixes to a root word can alter the meaning of the word
- demonstrating an understanding of Punjabi sentence structure and using different types of sentences to create texts in Punjabi
- exploring common Punjabi idioms
- recognising that proverbs are created by daily life experiences and that they express a perceived truth; for example, ਆਪ ਭਲਾ ਜੱਗ ਭਲਾ
- understanding that the present participle changes according to the number and gender of the subject; for example, ਮੁੰਡਾ ਗਾਉਂਦਾ ਹੈ।; ਮੁੰਡੇ ਗਾਉਂਦੇ ਹਨ।; ਕੁੜੀ ਗਾਉਂਦੀ ਹੈ।; ਕੁੜੀਆਂ ਗਾਉਂਦੀਆਂ ਹਨ।
- observing the transformation of adjectives and verbs in compliance with the gender of a noun; for example, ਕਾਲੀ ਬਿੱਲੀ ਦਰਖ਼ਤ ਤੇ ਚੜ੍ਹ ਗਈ।; ਕਾਲਾ ਬਿੱਲਾ ਦਰਖ਼ਤ ਤੇ ਚੜ੍ਹ ਗਿਆ।
Further develop a metalanguage to discuss and explain grammatical forms and functions
Examine the interrelationship between different text types, language choices, audiences, contexts and purposes
Language variation and change
Analyse how and why language is used differently in different contexts and relationships
Explore changes to both Punjabi and Australian English and identify reasons for these changes; for example, media and new technologies, popular culture and intercultural exchange
Role of language and culture
Explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generation
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to exchange information on aspects of childhood, teenage life and relationships, and in tasks, activities and transactions. They analyse ideas and most information and, in part, identify context, purpose and intended audience from texts related to aspects of their personal and social worlds, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students provide examples of how Punjabi imaginative texts reflect cultural values or experiences, and they create and present simple imaginative texts with moods and effects to engage different audiences. Students translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using Punjabi and consider, at times, their own and others’ responses and reactions in intercultural communication. They also share family and cultural traditions and experiences, and occasionally modify their language and behaviours in relation to different cultural perspectives.
Students demonstrate an awareness that Gurmukhi script is an abugida writing system. They apply the Punjabi sound and writing systems and use familiar vocabulary related to aspects of childhood, teenage life and relationships, with a satisfactory level of accuracy. They use elements of Punjabi grammar, spelling and punctuation, with a satisfactory level of accuracy, to write texts in Punjabi. Students use metalanguage to discuss and explain some grammatical forms and functions. They describe the interrelationship between different text types, language choices, audience, context and purpose. Students describe how and why language is used differently in different contexts and with different speakers, and how language reflects and shapes cultural distinctions, such as community, social class, gender and generational norms.
Year Level Description
Year 9 Punjabi: Second Language builds on the skills, knowledge and understanding required to communicate in the Punjabi language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of the Punjabi language and culture.
In Year 9, students communicate in Punjabi, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Punjabi cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Punjabi language when encountered in simple spoken and written texts. They accurately utilise stress, intonation, and volume for effective communication in various social settings, and in some formal contexts. They actively listen to and distinguish tonal differences in letters, recognising high and low tone production based on their position within a word. They gain an understanding that the Gurmukhi script is an abugida writing system, where consonants and vowels are written as a unit. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context‑related vocabulary and knowledge of grammatical elements such as consolidating the use of adjectives, different types of case and including idioms and proverbs to enhance the quality of their writing. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Punjabi language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.