Pre-primary year syllabusTest
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Tamil: Second Language with little to no prior experience of Tamil language and culture.
In Pre-primary, students communicate in Tamil, exchanging greetings and simple information about themselves with their teacher and peers through action-related talk and structured play. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories and rhymes, or to respond to teacher talk and instruction in Tamil. Students recognise pictures, symbols, key words and phrases of spoken and written Tamil in rhymes, songs and titles, and convey factual information about their personal worlds using gestures and familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non‑verbal forms of expression.
Students become familiar with the systems of the Tamil language, beginning to recognise simple pictographic Tamil scripts and recreating these using kinaesthetic activities. They begin to notice that Tamil has different sounds and words to English and any other language they may have been exposed to. Students notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Pre-primary, students recognise that while English is the most commonly spoken language in Australia, Tamil is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which are spoken in Australia. They also notice similarities and differences between Tamil and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Tamil in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers through action‑related talk and structured play to exchange greetings; for example, வணக்கம் ஆசிரியர்.; வணக்கம் திரு/திருமதி/செல்வி ஆசிரியர் பெயர் ...
Respond to greetings and show respect for others using culturally appropriate gestures; for example, (எழுந்து நின்று இரு கரங்கள் கூப்பி வணக்கம் சொல்லுதல்) அனைவருக்கும் வணக்கம்.; எப்படி இருக்கிறீர்கள்?/ இருக்கிறாய்?; நான் நலமாக இருக்கிறேன், நன்றி ஆசிரியர்.
Introduce and share information about themselves; for example, உங்கள்/உன் பெயர் என்ன?; என் பெயர் ...; உங்களுக்கு எத்தனை வயது?/உனக்கு என்ன வயது?;எனக்கு ஐந்து வயது.
Participate in shared actions with the teacher and peers using simple, repetitive key words, images, movement and songs; for example,அம்மா அம்மா முதல் வணக்கம் ...;
நிலா நிலா ஓடி வா...
Respond to teacher talk and instruction; for example, எல்லோரும் இங்கே பாருங்கள்!; எழுந்திருங்கள்!; உட்காருங்கள்!; எல்லோரும் அமைதியாக இருங்கள்!; படம் வரையுங்கள்!; வண்ணம் தீட்டுங்கள்!
Informing
Recognise pictures, symbols, key words and phrases of spoken and written Tamil in rhymes, songs, labels and titles related to their personal worlds
Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
Creating
Engage by listening to and viewing short imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression; for example, அம்மா அம்மா இங்கே வா, தோ தோ நாய்க்குட்டி
Translating
Share with others familiar Tamil words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other languages; for example, காசு, பென்சில், பேனா
Reflecting
Begin to notice how Tamil feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language/s
Understanding
Systems of language
Differentiate Tamil and English sounds; for example, by comparing names in Tamil and English
Recognise and experiment with reproducing sounds and rhythm of spoken Tamil by singing, reciting and repeating familiar words and phrases in context
Recognise, reproduce and pronounce the short and long vowel sound; for example, அ, ஆ
Recognise how names are written in Tamil by tracing them on dotted lines on laminated cards
Generate language for a range of purposes in simple spoken and written texts by noticing and using context‑related vocabulary and recognising some first elements of the Tamil grammatical system, including:
- recognising gender usage in nouns; for example, மாணவன்-மாணவி, சகோதரன்-சகோதரி
- recognising and using nouns for common objects around them; for example, படம், புத்தகம், பென்சில்
- using numbers while referring to objects; for example, ஒரு பூனை, இரண்டு மலர்கள்
- using simple verbs to describe actions; for example, சாப்பிடு, எழுந்திரு, குடி
- recognising that honorific suffixes are used when greeting someone older than themselves; for example, முரளிதரன் அவர்களே!
- expressing affirmative and negative verbs; for example, ஆம்/இல்லை
- noticing common forms of greetings and recognising the different levels of formality; for example, வணக்கம், மீண்டும் சந்திப்போம்.
- recognising that there are different ways to ask questions; for example, யார்? எங்கே? ஏன்?
- using imperative forms of simple verbs when giving instructions; for example, உட்காருங்கள்!, புத்தகத்தை/ எடுங்கள்!
- expressing likes and dislikes for example, விருப்பம், விருப்பமில்லை
- developing cardinal number knowledge for zero to ten
Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
Language variation and change
Recognise that in Tamil, as in English and other languages, there are different ways of greeting and interacting with people
Role of language and culture
Recognise that Tamil is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
Achievement standard
At standard, students use action-related talk, structured play, classroom instructions and routines when participating in spoken interactions to exchange greetings using culturally appropriate gestures and providing simple information in Tamil about themselves. Students recognise most pictures, symbols, keywords and some phrases of spoken Tamil relating to aspects of their personal worlds and convey most simple, factual information with guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, and respond with guidance, using verbal and non-verbal forms of expression. Students share with others familiar Tamil words, phrases and gestures and explore how these may have similar or different meanings in English. They begin to talk about how Tamil feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the Tamil language, with a satisfactory level of accuracy, experimenting with reproducing the common sounds and rhythms of spoken Tamil. They begin to build vocabulary to identify familiar objects and environments and develop number knowledge. Students comment on how language is organised as ‘text’. They identify the different ways of interacting with people of different ages and degrees of familiarity and usually act accordingly. Students recognise Tamil as one of many languages spoken in Australia and around the world and begin to develop curiosity around the ideas of language and culture.
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Tamil: Second Language with little to no prior experience of Tamil language and culture.
In Pre-primary, students communicate in Tamil, exchanging greetings and simple information about themselves with their teacher and peers through action-related talk and structured play. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories and rhymes, or to respond to teacher talk and instruction in Tamil. Students recognise pictures, symbols, key words and phrases of spoken and written Tamil in rhymes, songs and titles, and convey factual information about their personal worlds using gestures and familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non‑verbal forms of expression.
Students become familiar with the systems of the Tamil language, beginning to recognise simple pictographic Tamil scripts and recreating these using kinaesthetic activities. They begin to notice that Tamil has different sounds and words to English and any other language they may have been exposed to. Students notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Pre-primary, students recognise that while English is the most commonly spoken language in Australia, Tamil is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which are spoken in Australia. They also notice similarities and differences between Tamil and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Tamil in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.